1. Inclusion: What It Means and Why It Matters

The terms inclusion, equity, and belonging are used a lot these days. It seems that every school, community organization, and business is striving to bring these concepts into their work. But what exactly do they mean? Why is this so important, and what does this look like or could this look like for your program?

How do we know that any program, environment, or school is actually inclusive of everyone and equitable for everyone, and is a place where everyone feels a sense of belonging? Is that even possible? At the Haring Center, we say that inclusion is all about making sure everyone has what they need to participate in a meaningful way. It is not just about being present or treating everyone the same. It’s also not an instructional strategy or a placement, but instead a civil right and an important cultural change.

In inclusive and equitable settings, we make things accessible for everyone by tackling barriers and meeting people’s unique needs, especially for those who’ve been left out in the past. It’s more than just welcoming everyone; it’s about actively breaking down obstacles so everyone can fully participate. All children learn best in environments where they feel a sense of belonging and safety, and when their individual needs are supported. Inclusive programs are committed to celebrating diversity and meeting the unique needs and qualities of every child and family, regardless of race, gender, ethnicity, sexuality, or ability.

Of course, this is important for so many reasons. We talk a lot about how inclusive environments are beneficial for children with disabilities, but it’s important to note that decades of research show that inclusive programs benefit all members of the community. Children without disabilities show greater empathy, understanding, collaboration, and cooperation when they participate in inclusive programs. They have a better understanding of differences too, even beyond differences in ability. This includes any difference such as race, ethnicity, gender identity, sexual orientation, religion, family makeup, socioeconomic status, and more.

Children with disabilities also benefit from participating in inclusive programs. As a result, they have more opportunities to develop meaningful friendships, have a greater social network of peers, have better communication and social skills, and are more engaged overall. In inclusive programs and schools, they perform better on state tests and have better long-term outcomes as adults, like having a job, living independently, and participating in post-secondary education. Inclusive spaces foster communities where everyone can thrive together.

But what does this actually look like? Well, it shouldn’t look the same in every program, school, or setting because the families, children, and staff members are different in each one. There is no right way to have an inclusive, equitable program. Rather, the support needs, identities, and preferences of the children and families in your program should inform what this looks like. It’s not just about providing the same thing for all participants, but about understanding and accommodating individual needs.

Remember, in inclusive programs, everyone gets what they need to participate. To do this, we must partner with families and children so we can accurately understand their support needs. We should never expect everyone to participate in the same way. Instead, we should plan for and celebrate the different ways members of our communities can join in. Some people may prefer to have fidget tools throughout the day to help them focus. Some might be able to follow along more independently with visual or written directions in their home language, and others might need more adult support to learn a new game or routine.

Our programs should reflect or be a mirror for the children and families participating in them. Does every child see themselves reflected in the environment? Are their culture and identities represented in a positive and meaningful way? The goal is to ensure everyone can fully participate and feel a sense of belonging.

Finally, we are never finished with our work on creating inclusive, equitable spaces. We should always be assessing, learning from our community, and making changes to continuously improve our program. Our other modules talk about this in great detail. We hope you will check them out, whether you want to learn more about inclusive leadership, are curious about ways to support different types of communication, or want to have better relationships with the families in your program.

We hope these modules help you create more inclusive, equitable spaces. Remember, all communities are richer and more supportive when everyone can participate in them. It’s about looking at each person and asking, “What do you need to feel included and to be able to participate in a meaningful way here?” And then taking steps to meet those needs. Inclusive, equitable programs are richer, more supportive, and benefit all of us, creating an environment where diversity is celebrated and everyone feels a sense of belonging.