Youth Debate on Inclusion
On February 13, a debate took place at the Passer College in Rotterdam. The students were debating what could be improved in schools. They discussed inclusivity for all students and appropriate education for all students. As with any debate, there are various motions, which the students will address.
It is better that children do not receive labels
The first motion is discussed immediately in the debate. As with any debate, a motion is defended or contested. ‘Receiving a label can cause insecurity and misunderstanding. For instance, regular education together with autistic students is not a good option. Because of the label, teachers and support staff know better how to support the student and provide tailored guidance.’
The opposing side presented the argument: ‘If you have autism, you do not necessarily have to go to a special school. You only go to a special school if it is truly necessary. Additionally, regular schools can also offer appropriate support to students with autism, such as extra guidance, adapted teaching materials, and social skills training.’ It is important to look at the individual needs and capabilities of the student and to tailor the appropriate support accordingly. Therefore, it is not necessarily required to attend a special school if you have autism.’
Children who need extra help are better off sitting together in a class.
The people who supported the second statement said this: ‘By having them sit in normal classes, they learn to deal with diversity and develop social skills. These skills are very important for their later lives, because in the real world they will also encounter people who are different from themselves. Moreover, sitting in a regular class can be stimulating because they can look up to the level and performance of other children. If those children are placed in a special class, then it is essentially already being decided for them.’
The people who opposed the statement said this: ‘If you have already been in a special class yourself, it is difficult to express yourself or to think about certain things. They actually only learn from children who are generally very quiet.’ ‘People who are disruptive can cause the class to be disturbed. This results in poor grades. People who are quiet can achieve better grades if they are placed in separate classes.’
This was immediately responded to by the people in favor of the proposition. ‘You will eventually encounter such a person. If you know how to deal with that, it is better than having always been taught that you should be separated from that person so that you are no longer bothered by them.’
However, there was a confirmation from the opposing side. ‘Students who already understand four plus four, for example, can explain what two plus two is to students who do not understand two plus two. This can therefore create a cohesive group and can lead to advancement for the students who do not understand it.’
Finally, the people in favor of the proposition came up with a new argument. ‘Yes, that is correct. It is important that someone who needs help understanding something is assisted by an expert who has the right knowledge and experience to support the person.’ In this way, the assistance can be more effective and the person can be helped better than when a student attempts to help without the proper background and skills. It is important to ensure that the help provided is of good quality, so that the person is truly helped and their understanding can be improved.’
Conclusion after the debate
The debate has therefore not only led to active participation from all students, but has also contributed to a broader view of topics and emphasized the importance of appropriate education. This shows that debating is not only an effective way to express opinions and defend viewpoints, but also to learn to listen to others and be open to different perspectives. It is wonderful to see that this debate has had such a positive impact on the students.