Module 4: Enhancing an Inclusive School Culture for Students with Complex Needs

Using the Self-Awareness Model

The purpose of Ricks’ model of self-awareness is to demonstrate that there is a strong connection between what we do, think, and feel, and what we believe is important to us, and what standards we choose to set for ourselves. The self-awareness model can also help us to see and understand elements of ourselves that we previously did not know about. It assists us to make more conscious choices and decisions in the work we do, and the way we live.

How do we use the model to help create and promote inclusive practice? The table below identifies some of the attributes that are necessary for creating an inclusive practice for students with complex needs.

Five Components of Creating an Inclusive Practice for Students with Complex Needs
Component	What needs to be done
Know Yourself	Understand that your experiences, values, and beliefs influence how you interpret a situation Understand that your experience, beliefs, and values influence what options you see as available—recognize your bias Know that the standards that you hold yourself to may not be the same as others
Think Critically	Identify the assumptions that underlie your beliefs, values, and actions Challenge those assumptions Explore alternatives to your ways of thinking and being
Consider Alternative Choices	Think of alternatives that are different from what you normally consider To view a situation differently ask yourself: What if I did not believe……? What if I did not value……? What if this wasn’t important to me……?
Take Personal Responsibility	Make a commitment to act Make a commitment to follow through
Evaluation and Feedback	Helps you to learn from the experience, and the successes and challenges of your choice You learn by examining and analyzing the impacts of the choices made and opportunities provided The learning benefits future choices and opportunities Challenges are not failures—they are information for next steps

Adapted from Garfat, T. & Ricks, F. (1995). Self-driven ethical decision-making: A model for child and youth care

Knowing yourself is an important first step. Equally valuable is challenging our assumptions, looking for alternative choices and opportunities, and learning from each experience. These components will help guide you on the path to extending your inclusive practice to students with multiple disabilities and complex needs.

Opportunity for Practice: What Needs to Be Done?

Keeping The Five Components of Creating an Inclusive Practice for Students with Complex Needs table in mind, read the following scenario and answer “What needs to be done?” How you answer “What needs to be done?” is unique to you as we all vary in what we believe and value.

You work at a multi-level, 90-year-old, elementary school (the only elementary school in the community). The school is scheduled to be replaced by a new one that is to be completed in two years. The old school does not have an elevator and costs would be prohibitive to install one with the closure happening. The school is organized with primary grades on the main floor and the intermediate grades in the upper floors. Lucas, who has attended the school since Kindergarten, is a student with complex needs who uses a wheelchair for mobility. An accessible washroom equipped with a ceiling lift for facilitating personal health routines is located on the main floor. Lucas is finishing Grade 3, so his classroom will be located in the upper floors next year. Lucas cannot access the upper floors without an elevator, and if he could, the only accessible washroom is on the main floor.