The West Linn-Wilsonville school district is one of few that has a fully inclusive classroom set-up. The district integrates classrooms to embrace students who may experience disabilities, alongside those who don’t. Inclusive classrooms contrast with neighboring school districts that limit peer interaction by holding separate classrooms for those students.
Until 1973, people experiencing a disability were shunned from society, and unable to reside with their families. Brown Vs Board was the catalyst that began the desegregation of all people living with disabilities, and in such a short time, exceedingly rapid change transpired, and subsequently, society began to work towards inclusivity.
Despite of the tremendous change that allowed people experiencing disabilities basic rights and the ability to live within society, weighty stigmas still surround these individuals. Whether this be condemning them to be the “weird” kid, or thinking them to be helpless, these beliefs need to be reconstructed.
Wilsonville High School is doing just that: Breaking stigmas. In an interview with Ms. Marksteller, she recounts her observations, saying, “[When she was in other school districts], it was very apparent, the unspoken elephant in the room, and [at Wilsonville] students are a lot more open.”
Ms. Marksteller dives into that idea further, explaining that when a student uses sensory tools, assistive technology, etc, people openly engage in conversation with them. She has seen Wilsonville High School students curiously and kindly question these resources with open dialogue, and that those conversations have a very accepting feel.
WVHS is producing kids that understand how to act and involve people who experience disabilities, which allows also for the development of students who understand how to craft community. In an interview with Ms. Heaton, she states, “Some of the most beautiful community connections are made in classrooms that follow inclusive practices.”
Elucidating on that statement, Ms. Heaton goes on to say that she has seen within her classroom opportunities for students to aid their peers who are experiencing a disability to comprehend a subject. This is just one more illustration of how inclusive classrooms connect students through possible social interactions.
Furthermore, Ms. Heaton exclaims, “Anything we can do to see the strengths in others at school or in the classroom makes the classroom feel more relevant to the real world.” Inclusive classrooms allow students to prosper outside of school environments, seeing that this setup allows students to exercise honoring all voices.
In addition to the benefits inclusive classrooms hold for students with disabilities, psychologists say that having exposure and talking with these students is necessary to grow and develop as people without. The studies indicate that having greater social interaction results in improved cognitive functioning and superior emotional well-being.
Altogether, districts that implement inclusive classroom setups give all students and staff an extremely important opportunity to look outward and grow into the most beneficial version of themselves.