Inclusivity In Education

Academic discourse in education has illuminated several issues surrounding safety and equality in educational institutions. Emerging from this discourse is the concept of inclusivity and its importance in this globalized 21st century. The true benefits of inclusive educational policies have been recognized, not only for individuals, but also for the wider society, as these policies show that differences should be celebrated, encouraged, valued, and accepted. Sadovnik, Cookson, and Semel (2013) underscore the role of education as an agent of socialization, equipping students with the appropriate values, behaviours, knowledge, and skills for future success. Inclusive education is a positive force in shaping the consciousness of our future citizens

In contrast, schools that enforce mutual respect and fair play in student relationships are safe environments for growth and learning. Equally, the Ontario Ministry of Education believes “schools that have bullying prevention and intervention policies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential” (Ontario Ministry of Education, 2012, p. 1). With such an overarching goal, it is imperative that the definition of bullying is clearly defined for the specified actors in this policy document. Defining the term bullying creates a landscape for policymakers to set up appropriate boundaries as it relates to what the policy will tackle explicitly. Stated in the policy document is the explicit command from the ministry that school boards use the definition outlined in the policy (Ontario Ministry of Education,

4). Aggressive behaviour as explained in the policy can be verbal, relational or social aggression, as well as harm which can be physical, mental, emotional and psychological (Ontario Ministry of Education, 2012). The detailed definition of bullying expressed in this policy ensures that teachers and educational leaders can quickly identify behaviours among students that discourage fairness or inclusivity, which are the fundamental standards of the policy. Grounded in research, the policy document points to studies undertaken by academic scholars highlighting the seriousness of this issue, while serving to inform the problem definition and specific strategies outlined in the document. As Pal (2013) noted, good problem definitions factor in the “data, research, analysis of causal links, and logical arguments” (Pal, 2013, p.