LEAven Blog

Psalm 139:14, “I praise you, for I am fearfully and wonderfully made. Wonderful are your works; my soul knows it very well.”

A family with three children is sitting in your office, inquiring about sending their children to your school. They’ve done the tour and talked with other parents, questions are flying, and conversation is smooth.

Then the father shifts uncomfortably in his seat, clears his throat, and says, “Our middle child has been diagnosed with autism. Oh, but don’t worry! She’s on the high end of the spectrum! Her needs are barely noticeable, but she does have some needs we should discuss.”

As a Christian school with limited resources, this might be a difficult pill to swallow. While legally, a Christian school can turn down a student with a learning difference, we all know it’s not the Godly thing to do. As stewards of Christ, we know that God has made each of us in His image, but unique to us. We all hold a gift and traits that no one else has. We are all special in Him. As a school, no one wants to turn away a child who is longing to develop an identity in Christ. So, what to do?

Let me suggest the “dilemma of difference,” introduced by Amartya Sen (Warnock, 2005). This theory addresses the gray area between special and inclusive education. At what point do we, as Lutheran educators, identify a student’s differences so we can provide differently for them, or identify a student’s abilities so we can support their needs from an “ability” lens? On the one hand, we need to know what disabilities a child has so we can provide appropriate supports. But that can lead to labeling, division, and exclusion. If we lean into a child’s ability, we focus on togetherness and relevance.

A private school is in a wonderful position to be able to choose ability. How does that look? Take a look at these two descriptions of a student’s reading ability:

1. Sam is very behind his peers in reading. He doesn’t take the time to sound out words but still reads very slowly.
2. Sam is working toward grade-level expectations in reading through targeted instruction in phonics and guided practice with high-frequency words.

It sounds a lot like the glass is half-empty, or it’s half-full.

So, how can this be implemented in your school? Try these:

• Understand all your students’ strengths and weaknesses
• Post schedules, daily if needed
• Post processes, offer checklists
• Share expectations verbally and in writing
• Develop flexible small groups for individualized learning
• Offer whole-class options for homework and tests
• Give praise for specific reasons and to specific people

When children with disabilities are welcomed into our Lutheran schools, it’s an opportunity for them to be seen as they are “fearfully and wonderfully” made. It’s also an opportunity for classmates to develop Christ-like relationships with children who are different than them. It’s an opportunity to negate the stereotype of disability and change it into a world of understanding, care, and compassion.

Resources:

Lorella Terzi, Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs, Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 443–459, https://doi.org/10.1111/j.1467-9752.2005.00447.x

Young, N., Williams, J., Yoshida, K., Bombardier, C., Wright, J. (1996). The Context of Measuring Disability: Does it Matter Whether Capability or Performance is Measured? Journal of Clinical Epidemiology. Volume 49, Issue 10, October 1996, Pages 1097-1101, https://doi.org/10.1016/0895-4356(96)00214-4