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A nuanced perspective on ergonomics
Whither the concept of Practical Inclusion?
When we started exploring the concept of inclusion in
education, we expected divergent points of view. What we were
less prepared for was the massive lacuna, the grey area that
falls between theory and practice.
Theoretically, differently abled learners should be afforded all the rights given to their regular counterparts. And theoretically, a process of inclusion, or even mainstreaming (which has a different underlying philosophy – see page Perspective) should offer societal benefits and reverse a historical marginalization of people who are differently abled. However, even this ideology is not uncontested – there are those who believe that arbitrary inclusion is just damaging as arbitrary exclusion.
Moving beyond the ideological to the practical brings us to a morass of dilemmas. Resources need to be marshalled, infrastructure established, and training provided, if inclusion or mainstreaming is to work.And the obligation of school/college authorities, public sector bodies and practitioners in this regard are quite ill-defined. Even with all the goodwill in the world, inclusion is just a pipe dream if not supported by a comprehensive policy framework detailing responsibilities, obligations and exceptions.
And let us not forget the elephant in the room. As long as educators remain sceptical of their ability to cater to learners who may require more attention than others, and complain about having more work hoisted on them, inclusion can not work. But can one blame educators for their hesitance? A regular class teacher, for instance, can not be expected to know how to support differently abled learners all on their own. And it is very much a fact that such learners impose their own demands on educator time, resources and even patience. Expecting educators to deal with this by themselves is unrealistic, and only shifts the problem from one place to another.
Educators need support and training.But whose obligation is that? Do educational institutions following a policy of inclusion or mainstreaming take up the burden of training their educators? Or should the public sector commit funds to training educators on behalf of institutions? Or do educators train themselves, knowing that it will help them secure better jobs and also cope better with different scenarios?
Hi! I liked your coverage on ergonomics in furniture design. It is true that there aren’t many guidelines that are available. But, then, I also feel that ergonomic furniture is not always completely necessary. For example, if a child sits on an old chair for hour, and then shifts classrooms, it will not really lead to problems.
Though ergonomics might be a good idea, there are so many things that schools can spend their money on – more books, better classrooms, investing more in teachers, etc.
We should pay attention to ergonomics, because if a child hurts himself during school hours, then the school will be held responsible. But uncomfortable furniture is not the most dangerous thing in a school environment. Thanks!
Establishing buyer teams with educator input
As a buyer, I want to point out that your cover story and case study makes a point that I have always emphasized.With a bit of care, schools and universities can design a better environment for their needs. But like your article said, this will require discussion and consultation with many people, such as teachers. And teachers are often not available for these discussions when we want to make buying decisions.
As buyers, we also have to deal with cost pressures, and have to make imperfect decisions within a limited amount of time.
I would like to suggest a practical way forward. Perhaps we can start making buying teams that include one or two teacher as well as sales executives. The teachers would then realize the pressures buyers face, and we in turn would understand how the teachers want their classrooms.
The role of teachers in making buying decisions
In my primary school, we pay attention to ergonomic checks. Our young students need to be looked after. We use many safeguards, such as padded and rounded corners on our furniture, and also chairs that can not tip backwards. But surely many of your recommendations can not be followed by teachers, because they are powerless to determine the level of lighting in classrooms? Shouldn’t the school owners make those decisions?
Mentoring and support networks essential for educators in new environments
I appreciate your article on teacher mentoring. It’s high time that some attention also be paid to the stresses that teachers undergo. The tension is particularly great for new teachers, who are not yet at ease with their new environment.
As correctly stated, a teacher should never break down or lose control in the classroom, because that will just show him or her to be weak, and encourage the students to take advantage.
An alternative to e-mentoring could be a social networking club for teachers in a particular area. The club could hold weekly meetings, exchange viewpoints, and give advice to one another. Teachers that have some sort of support structure are less likely to break down as they will always have an outlet.
