Leading Systems Change for Inclusive Education

Are you ready to finally make a consistent, systematic paradigm shift
toward inclusive education?"

The subject of notions and processes of change, and the difference between first order change - incremental adjustments that preserve existing structures and rarely result in sustained transformation - and second-order change, which requires deep shifts in values, beliefs, and institutional culture (Tyack & Tobin, 1994) has not been discussed in application to inclusive education. In IE, we have often tried to “take small steps” toward inclusion by implementing singular frameworks or strategies so as not to overwhelm educators, but in so doing we often remained at the first-order level, leaving underlying inequities intact (Baglieri et al, 2011). Second order change requires the identification and adoption of a new set of core values and beliefs that cause current practices to become untenable. For example, in regards to deinstitutionalization, believing people with mental illness were ill, not cursed/evil/bad, made handcuffing them to beds and locking them up in asylums untenable.

This poses a great dilemma for inclusive education. In order to facilitate second order change, it is necessary to articulate the fundamental values and beliefs underlying it. What do policy makers, educators, etc. need to believe to truly implement IE? How do our beliefs about public education, the role of the teacher, and what constitutes learning need to shift? When will we recognize the wrong of segregating based on a medical diagnosis, assuming incompetence, and limiting rights and opportunities? The challenge, however, is in an era of decolonization, we have been hesitant to define those values and beliefs, respecting they may be different in different cultures. However, if we allow everyone to create their own definition, we will remain where we are – with educators claiming to be inclusive while continuing to categorize students according to medical diagnoses and using these as justification for segregation, low expectations, and denial of rights and opportunities.

Dr. Katz has developed this work, creating a process for working with your team to explore these core values and beliefs, connect them to important policy and structural changes, and provide teacher professional learning to bring these values and beliefs to life. Resources including measurement scales for tracking progress toward your goals, policy briefs and analysis tools, coach training and more are available.