Inclusion in the Curriculum

Prince Rupert’s Charles Hays Secondary School was filled with people during last night’s presentation on inclusive education.


The student, teacher and educational speaker Shelley Moore explained how inclusion is not reflected within classrooms--segregating students by ability-- specifically students with developmental disabilities.


During Moore’s speech she asked the audience, how can we find value in the day to day practice in our classrooms in terms of inclusive education!


“Inclusion is looking at the diversity in the kids who are in our classes, in our schools and saying, “What do they bring and how much and how can that drive the curriculum?” says Moore.


Moore says she became a teacher specifically for special needs because of her own educational journey.


“I had a very hard time in school and was kind of moved around a lot and so for me it was trying to figure out how to help others in this space,” says Moore.


Moore says her ultimate goal is getting people to understand that difference is not a burden—she says the more diversity we have in our situations—the stronger we are.


“If we think about bio-diversity, ecosystems are stronger based on the variety that they have, not in the homogeneity that they have. So I think if there’s one message that I want people to kind of take home, whether you have kids with special needs or not is that having those kids in that class are absolute gifts,” says Moore.


The new curriculum, created by teachers in BC has been in the planning stages for a few years-- grades K through 9 is being implemented right now and grades 10-12 are still in draft.



Rupert resident, Symbia Barnaby has 3 children, one diagnosed with autism, she says Moore’s presentation served a lot of value—visually demonstrating the concept of inclusion at multiple levels. 


“Inclusion benefits everybody, not just special-ed, I feel like a lot of people don’t understand the human potential that’s lost when we don’t include children with special needs or children with multiple learning barriers,” says Barnaby.