A Parent's Perspective on Inclusion
by Sunaina Narang
As a single parent, my journey into the world of inclusive education for my son, who is on the autism spectrum, has been a profound exploration of challenges and resilience. From the moment we received the diagnosis, our path towards ensuring a healthy school environment became a series of hurdles that tested not only my resolve but also the adaptability of an education system grappling with diversity.
My son, Vir, faces not only the complexities of autism but also an attention deficiency that further complicates his learning experience. In the traditional Indian education system, where large class sizes and standardised teaching methods prevail, Vir’s unique needs are often met with low tolerance from teachers who struggle to accommodate his differences.
One of the significant challenges we encountered was the misconception that a child on the autism spectrum would seamlessly fit into a special needs school. I was advised against placing him in a special needs school as he is on the borderline of the spectrum. It was suggested that being in such an environment might have a detrimental psychological impact, as it would entail interactions with children who have more advanced levels of special needs. Therefore, my struggle remains as Vir's situation is nuanced; he doesn't neatly conform to the structured environment of a school, where attention to individual differences may be limited, and neither does he fit into a special needs school.
In a regular school setting, his attention deficiency and hyperactivity became a focal point of concern. Teachers, unfamiliar with the intricacies of autism, found it challenging to manage his attention span, leading to frustration and a sense of helplessness on both sides. As a single parent advocating for my son, I faced the task of explaining not only the characteristics of autism but also the attention-related challenges that accompany it. Further compounding the challenges was the fact that my son has confronted both bullying and discrimination due to his special needs, leading to a notable decline in self-confidence and a reluctance to attend school. As a parent, I try to give him the necessary support to build his confidence and help him adapt in the best way possible.
Vir's low tolerance for certain stimuli and teaching approaches added another layer of complexity to his inclusion journey. Traditional teaching methods, centred around rote learning and a one-size-fits-all approach, proved ineffective for a child with an autism spectrum disorder. The need for individualised attention and adaptive teaching strategies became glaringly apparent.
In the quest for inclusion, I found that neither a mainstream school nor a special needs school entirely accommodated Vir's unique set of needs. While mainstream schools lacked the resources and understanding necessary for a child with autism, special needs schools, designed primarily for children with intellectual disabilities, did not align with his cognitive abilities.
The struggle to find a suitable educational environment for Vir highlighted the critical need for a more flexible and adaptive approach within the education system. The concept of inclusive education, while making strides, is often met with resistance and a lack of understanding, particularly when it comes to neurodivergent conditions like autism.
To improve Vir's school environment, I urge schools to have a more flexible and adaptive approach within the existing education system. My son's case, like many others, cries out for the need for individualised education plans, teacher training on neurodiversity, and a comprehensive anti-bullying programme to create a safer and more supportive space for children like Vir. The struggle to find a suitable educational environment for Vir highlights the critical need for these changes.
Despite the challenges, there have been rays of hope. Some educators, through a combination of empathy and a willingness to learn, have made efforts to create an inclusive space for Vir. Collaborative initiatives involving special educators and mainstream teachers have shown promise, offering a glimpse into what a truly inclusive education system could look like.
As a single parent, I continue to advocate for Vir's right to education tailored to his needs, pushing for a system that recognises and accommodates diversity. The challenges we face bring to light the urgent need for a paradigm shift in how we approach education, paving the way for a more inclusive and accommodating environment for every child, regardless of their unique abilities.