Inclusivity in Education, the Transgender Learner. Inclusivity in education starts with the recognition of diversity. It is treating learners as individuals rather than as a uniformed group.

University Degree Education and Teaching

Inclusivity in Education

“Inclusive education is about embracing all, making a commitment to do whatever it takes to provide each student in the community—and each citizen in a democracy—an inalienable right to belong, not to be excluded. Inclusion assumes that living and learning together is a better way that benefits everyone, not just children who are labelled as having a difference” (Falvey, Givner & Kimm, 1995, p.8).

The term inclusive education has been widely used in recent times and is usually thought to imply education for learners with evident disabilities such as hearing/visual impairment, physical disabilities or learning difficulties, this is inaccurate. Inclusive education means a structure of education that is progressive and accessible enough to meet the diverse needs of all learners, including those with disabilities. Inclusion is a continuous process of educational development that is valuable to all learners regardless of their capability to learn including those who have exceptional or special educational needs. Inclusion improves and maintains self-esteem and encourages acceptance, understanding, and friendship. Establishments in which all learners are included are healthier, more balanced, and beneficial for all members. The author is director, Training and Research, Institute of Cerebral Palsy, Calcutta

An inclusive educational system starts from the attitude that everyone in the establishment, learners, educators and support staff should believe that they belong, understand and realise their potential, whilst contributing to the life of the establishment. An inclusive culture is of paramount importance to diverse experiences and perspectives that aim to enrich the educational environment. Achieving an inclusive educational culture goes far beyond just deciding to run awareness days on bullying, drug and alcohol abuse or putting in a random ramp for accessibility, or offering diversity training to staff. Educational inclusivity will not be achieved by simply developing a valued statement that just discusses and highlights the importance of inclusion. An inclusive educational establishment’s culture requires an improvement in the attitudes of all involved within the establishment as well as the expansion and improvement of policies and procedures that support and strengthen inclusive behaviour. Inclusivity cannot be achieved through words alone, as actions speak louder than words. An inclusive culture is based on the philosophy that the whole establishment shares in the responsibility for inclusion. A real culture of inclusion cannot be achieved unless everyone embraces it. Creating an inclusive educational culture is vital as it acts as reflections of the wider community. There is a great opportunity to teach learners within their educational development, about the significance and value of inclusion. They will gain knowledge of behaviour that will eventually assist and foster a truly inclusive society. In an inclusive educational culture, diversity needs to be embraced, all learning supports need to be available and properly utilised, and accommodating learning experiences should focus on the individual learner. There needs to be an innovative and creative environment and a collaborative approach needs to be taken. Christine Salisbury (2009). An Inclusive School Culture p4

Research findings indicate that educational establishments are struggling to respond to the wide array of students (Wills & Cain, 2002). Those in favour of inclusivity argue that inclusive education is a better education for all participants and that “differences can be a resource for community development” (Frank, 1999). Inclusive education seeks to address the learning needs of all with “a specific focus on those who are vulnerable to marginalisation and exclusion” (UNESCO, 2001). UNESCO promotes inclusive educational communities as the most effective way of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Inclusive education means that establishments should accommodate all learners regardless of their physical, intellectual, social, emotional or other needs. This should include disabled and intellectually gifted learners, learners from remote or travelling communities, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised areas or groups” (UNESCO, 2001).

There are many ideas and suggestions on the best way to create an inclusive learning environment, Tisdell (1995) (p4) suggests that a learning environment needs to attend to inclusivity at three levels. A truly inclusive learning environment should reflect the diversity of those present in all of the learning activities, should attend to the wider community in which the learners work and live; and in some way reflect the changing needs of an increasingly diverse society. But the most significant level is the selection of appropriate materials and methods that address the characteristics and needs of all learners.

Addressing the diversity of learners by selecting appropriate curriculum and course content is a critical aspect of inclusiveness. The understanding that all groups, including those that are dominant, have culture and ethnicity must form the basis for the curriculum. The knowledge base of all groups needs to be represented in the curriculum (hooks 1994). Although many groups share in the subordinate social status and selective discrimination that 'minorities' often implies, each cultural group has its own history, values, and customs. (Ross-Gordon 1993, p. 53), and each must be considered in choosing resources and learning activities. It is a mistake, for example, to assume that general information on women also applies to women of all ethnicities.

Inclusivity in education starts with the recognition of diversity. It is treating learners as individuals rather than as a uniformed group. It is about involving all learners in educational activities by valuing their uniqueness and what they bring to the classroom, valuing their interests, experiences, abilities, insights, needs, cultural and ethnic backgrounds, learning styles and intelligences. It is important that rather than having an education system for most learners, all must ensure that there is an education system for all learners. This is where the promise of fairness, equal opportunity, meeting personal aspirations and social cohesion lays.

Arguments for inclusive ...

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Arguments for inclusive education are well documented and rest on notions of equality and human rights. For example, Tornillo (1994), disagrees with bringing learners with disabilities into the mainstream classroom setting with concerns that inclusion leaves educators without the resources, training, and other supports necessary to teach learners with disabilities in the classrooms. Consequently, the disabled learners are not getting appropriate, specialized attention and care, and the other learners’ education is disrupted constantly. He further argues that inclusion does not make sense in light of pressures from legislations and the public at large to develop higher academic standards and to improve the academic achievement of learners. Tornillo (1994) also suggests that by expanding the range of ability levels in a classroom through inclusion it can be argued that educators are required to direct attention to a few learners, thereby decreasing the amount of time and energy directed toward the rest of the class and that the range of abilities is just too great for one educator to adequately teach. Lieberman (1992) (pp. 14-15), agrees, stating that this is locking educators into constrained curricula and syllabi. Questions have been raised internationally about the value of segregated education and many argue that this encourages prejudice and discrimination in education and in the wider society. One argument for the integration of those with disabilities into mainstream classes is that, by interacting with their disabled peers, students will have opportunities to develop positive attitudes toward, tolerance of, understanding of, and true friendships with those who are different from themselves. Some studies show that the general student population are more accepting, understanding, and socially aware of differences when they are incorporated into integrated classroom settings (Staub & Peck, 1994-1995; McGregor, 1993). Inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. At a time when the educational landscape is rapidly changing, with educational establishments having to provide for learners of increasingly diverse abilities, ethnic and cultural backgrounds, respect and equal commitment to all learners seems more important than ever. The education system is called upon to cater for, among others, black and minority ethnic learners, children of migrant workers and travellers as well as for disabled learners. The Centre for Studies on Inclusive Education (CSIE) states that all establishments should work towards the restructuring of mainstream provisions so that all establishments are willing and able to value, respect and include all learners.

The college’s mission towards inclusivity is a positive one with great emphasis on ensuring the value, development and attainment of individual learners. Staff are committed to giving all the learners every opportunity to achieve their potential. Account is taken of learners varied life experiences and needs, a broad and balanced curriculum is offered and there are high expectations for all the learners. The achievements, attitudes and well-being of each learner matters. The college aims to promote the individuality of all its learners, irrespective of ethnicity, attainment, age, disability, gender or background. The College has a Disability Statement that sets out the commitment to an inclusive learning environment and strives, where possible, to achieve this by removing barriers to learning. This includes the disability and dyslexia support service. This service can support any learner with a disability or specific learning difficulty, such as dyslexia or dyspraxia. This may include one to one support, in-class support, examination access arrangements and the use of assistive technology, such as laptops with specialist software. Within the colleges Learning Zone there is also a drop-in study and skills centres. This centre offers support with English Welsh and Maths to any learner at any time. Within the college there is a central focus to ensuring that learners can choose the type of support they feel is most relevant to them. The different learning support options available ensure the college is meeting the range of learning difficulties and mental health problems learners may present with. The college also offers a counselling service where professionally trained staff are available to help and support students with anything that is a worry or concern, such as family tensions, loss or bereavement, lack of self confidence, difficulties with relationships, physical and sexual abuse, anxiety, depression and coping with crisis or difficult decisions. All of these services help to create an ethos of support, trust and inclusiveness within the establishment which is paramount to successful learning within the college environment. At the heart of the college provisions is a personal tutor system where tutors run weekly group tutorial sessions (in which PSHE is also taught), this also offers individual learners a one-to-one tutorial every academic term. Topics related to ESDGC are also discussed within the group tutorials such as economic, social and environmental issues within Wales, general health choices and cultural diversity, learners are then encouraged to relate these topics to their own lifestyles, surroundings and fields of study. The College is committed to meeting the needs of all those who wish to learn. Some learners may need to improve their English before they can progress onto the course of their choice. The college offers specialised courses, ESOL courses, for learners who speak English as a second language. This course is designed to assist with improving a learners English speaking, reading and writing skills. Many other provisions include a child care service provided for learners with childcare needs. This centre is situated on site and provides facilities for children aged between 6 weeks to 5 years. Children are cared for by experienced staff and the centre aims to fit in with full time course timetables. This allows for young parents and the more mature parent to access education within the college knowing that their child is in a safe and caring environment. The student services department is available to learners to gain advice and assistance of any financial support that might be available such as the Assembly Learning Grant, Educational Maintenance Allowance, travel cards and meal vouchers, which can all decrease the added financial stresses that learners may experience and helps to minimise financial hardship. This also aims to cater for those learners that come from a lower income household. Career counselling is also available to help learners secure jobs after they leave college. All of these provisions contribute to an inclusive educational environment where learners can access the support they require and the recourses needed to assist in overcoming the many different boundaries and obstacles that can often hinder the learning experience and achievement.

However recent evidence suggests that there are more learners within the college coming out as transgender. Although a growing number of colleges are beginning to consider the needs of transgender learners such as the University of Sheffield who offer Trans Gender Change Administrative Support who can offer professional advice, assistance and guidance to transgender learners, most establishments still offer little or no support to this portion of the community. If educational establishments are truly committed to the inclusion of all learners and helping foster their personal development and academic success, then they cannot ignore the transgender learner.

You cannot tell from looking at someone whether or not they identify as lesbian, gay, bisexual or transgender (LGBT). LGBT people come from all walks of life, are black, brown, white and all shades in between, achieve across all levels of educational attainment, may or may not be disabled and they make up part of the broad spectrum of humanity. Some learners may look or dress differently to their peers but this does not mean that they identify as LGBT. It is also important to recognise that there is a great deal of diversity in terms of how individuals self-identify their sexual and gender identities within the LGBT communities and that the terms lesbian, gay, bisexual and transgender are not adopted by everyone. For example, some people may prefer to call themselves asexual, neutrois or pansexual. The term transgender, which is often abbreviated to ‘trans’, is an umbrella term for people whose gender identity or gender expression differs from their birth sex. Some transgender people feel themselves to be unambiguously male or female, and may or may not be recognised by others as such. People who cross-dress or identify as a transvestite might also describe themselves, or be described by others, as being transgender. Transitioning is the term used to describe someone changing from one gender to another, or moving to their ‘acquired’ gender. In 2004 it was estimated that there were 124,672 same gender attracted learners in British colleges, (Warwick et al., 2004). This is approximately 100 learners in a college of 2,000. LGBT learners may be less visible within an educational establishment than their heterosexual and gender normative peers. This may be because it feels unsafe for them to be open about who they are, but does not mean that they do not exist. Part of the rationale of education is to prepare learners and young people for life in the wider world. LGBT people make up a significant part of our society and educational establishments are failing their learners if they do not educate them about the important role LGBT people have always played, and will continue to play, in the shaping of our society. The Centre for Studies on Inclusive Education (CSIE) believes that everyone is of equal value, earned by virtue of being human. They believe that diversity is part of what makes the world beautiful and that it should be celebrated and utilised as a rich learning resource. Everyone should be valued and made to feel welcome. www.csie.org.uk

The Equality Act (2010) tackles disadvantage and discrimination based on sex, gender reassignment and sexual orientation amongst other protected characteristics. The basic framework offers protection against direct and indirect discrimination, harassment and victimisation in services and public functions. As such, it imposes a duty on all public bodies, including schools, colleges and universities, to be proactive in promoting equality of opportunity for all. The Act repeals the Sex Discrimination Act (1975) and the Gender Equality Duty (GED). The Human Rights Act (1998) is still in force and requires educational establishments to respect and value all of their learners. Specific provisions include the right to a private and family life, which includes LGBT families, freedom from discrimination, and the right to education. The Equal Opportunity Commission highlighted sexist and sexual bullying in 2007 as an issue in implementing the GED. Under the GED public authorities had to demonstrate that they were promoting equality for females and males, including LGBT females and males, and that they were working to eliminate sexual discrimination and harassment. The GED specifically noted that homophobia in an educational establishment restricts the implementation of this Duty.

Ofsted’s responsibilities for inspecting educational establishments are outlined in the evaluation schedule for schools (Ofsted, 2010). Where an establishment is failing to put in force the range of legislations, inspectors have the authority to raise this in their reports. Establishments are then legally obliged to act or face penalties, the most severe of which is closure. More proactive establishments may use sexualities and gender equality work as part of the process for securing a nationally recognised Inclusion Quality Mark, much valued by Ofsted. An example of such practice can be found at Abbey College who recently celebrated being the first college in Huntingdonshire to have been awarded the Inclusion Quality Mark. This national award recognised the effectiveness of the college in meeting the needs of all of its learners whatever their educational, physical, sensory or social needs happen to be. Abbey College is one of only 400 educational establishments in England to have received the award.

Conclusion

Educational establishments are agents for social and cultural change and can play a major role in building inclusive communities and societies. Inclusion in education involves valuing all learners and staff equally. Educational establishments need to reconstruct the cultures, policies and practices so that they respond to the diversity of learners in the locality. By reducing barriers to learning and participation for all learners, not only those with impairments or those who are categorised as `having special educational needs', will aid in the progression towards inclusivity. However inclusion in education is only one aspect of inclusion in society. Because the world is changing, moral values are being re-examined as stereotypical thinking is increasingly exposed and because any alternative seems unacceptable, if not morally flawed. Valuing some people more than others is simply unethical. Maintaining barriers to some learners’ participation in the cultures, curricula and communities of all those associated with the educational establishment is unacceptable. Preserving educational cultures, policies and practices that are non-responsive to the diversity of learners perpetuates inequalities. Thinking that inclusion mostly concerns disabled learners is misleading. Thinking that changes made for some will always benefit others is short sighted. Viewing differences between students as problems to be overcome is disrespectful and limits learning opportunities. Segregated education for disabled learners violates their basic human right to education without discrimination and perceiving inclusion in education as a separate issue from inclusion in society is illogical.

Recommendations

College events and activities play a significant role in a learners’s sense of belonging and connection with the greater college community. The quality and quantity of a learners’s involvement at college also has a positive effect on the learning and development (Austin, 2009). Educational establishments need to develop programs that are welcoming to transgender learners, including programs that focus specifically on transgender issues. A college with a variety of events and activities that are inclusive of transgender experiences and needs can also provide nontrans-gender learners with a more valuable college experience.

Whether through cross-dressing, transitioning from one gender to another, or blending traditionally female and male elements, transgender students violate society’s expectation that someone is either female or male, which makes them vulnerable to harassment and violence. Some of the most dangerous places in many educational establishments for transgender learners are toilets and locker rooms designated for “women” and “men.” Research evidence suggest that transgender people often face verbal and physical assault and risk being questioned or even arrested by the police when they use gender-specific facilities (Coalition for Queer Action, 2001). Given these dangers, it is not surprising that using toilets and locker rooms presents a major source of anxiety for many transgender Learners. Some travel far out of their way to use toilets that are safer and more private, or avoid using them altogether, to the detriment of their comfort and health (Coalition for Queer Action, 2001). It is easier for transgender people to avoid using locker rooms, where having to undress and shower in front of others may “out” them as transgender. But transgender learners are then prevented from being able to participate in physical education courses and from having complete access to all the recreational facilities. To aid transgender people in being able to use toilets without fear or concern, learners, staff, and faculty at some colleges are advocating for the creation of gender-neutral toilets (single-stall, lockable, unisex toilets) in existing and newly constructed buildings. For example, the student association at San Diego State University passed a resolution in 2010 calling for the implementation of safe toilets across all campuses for transgender learners. As a first step, there was changes made to door signs and door locks were installed to convert a set of women’s and men’s toilets into gender-neutral facilities. At the University of Chicago and at Beloit College, learners successfully lobbied their institutions to create gender-neutral toilets in the most frequented areas.

Specific guidance needs to be implemented within colleges; this could reflect rules and regulations for dealing with LGBT issues and equality, or the guidance process in place for people seeking help with LGBT issues and the continued education of staff and students in all areas. Making use of the inclusion statement to specifically acknowledge the needs, and existence, of LGBT people and ensuring that all college policies that deal with diversity include sexual and gender diversity.

Engaging with LGBT month should become an active part of the colleges’ awareness programmes. Lesbian Gay Bisexual Trans History Month takes place every year in February. It celebrates the lives and achievements of the LGBT community. LGBT people’s lives are often marginalised or entirely invisible within many aspects of the curriculum and college life. Engaging with LGBT History Month is important as it is a way of addressing challenging heterosexist attitudes, and gender normative attitudes within the college and the wider community. LGBT History Month seeks to raise awareness of LGBT people and the issues that affect them. The commitment of educational establishments to valuing all members of their communities may appear weaker where colleges fail to engage, on an equal level, to each of these initiatives. Through organising and publicising events for LGBT History Month the college can send out a clear message to all members of the community that LGBT people are valued, accepted and included. Such work can be linked to healthy college status and a National Inclusion Quality Mark, as well as being taken into consideration when the educational provision is being evaluated.

Refrences

Warwick et al., 2004

Ofsted, 2010

Austin, P. Student Involvement: A Developmental Theory for Education. (2009). Journal of College Student Personnel, p25.

Department of Education. (2010). Inclusion in Education. Available: http://www.csie.org.uk/inclusion/index.shtml. Accessed on 10th December 2011

Christine Salisbury (2009). An Inclusive School Culture . University of Illinois-Chicago: John Wiley & Sons, Inc. p4.

Falvey, M. A., Givner, C. C. & Kimm, C. (1995). What is an inclusive school? In R. A., Villa, & J. S. Thousand, (Eds.),Creating an Inclusive School (pp.1-12). Alexandria, VA: Association for Supervision and Curriculum Development.

Coalition for Queer Action. Queer Action Campaign: Gender-Neutral Bathrooms. 2001. Available: http://www.pissr.org/research.html. Accessed on 29th December 2011

The Human Rights Act (1998)

The Equality Act (2010)

(UNESCO, 2001).

(Staub & Peck, 1994-1995; McGregor, 1993

Ross-Gordon 1993, p. 53

Tornillo (1994)

Lieberman (1992) (pp. 14-15),

Tisdell (1995)

(Frank, 1999).

The author is director, Training and Research, Institute of Cerebral Palsy, Calcutta