The Courage of Ownership: A Dream of Inclusive Education

As I spend endless nights planning and working on my second book, a book on inclusivity for teachers to be handed over to HarperCollins in a couple of months, I find myself reflecting on the words of Dr. Martin Luther King Jr.:

“I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”

Even though these words were spoken decades ago in the context of racial inequality, they hold profound relevance today as we envision a truly inclusive education system. We are centuries apart, yet the essence of dreaming and striving for a better tomorrow remains the same.

I believe in a dream for all children, no matter what condition they have, to thrive in an education system that happily opens its doors to every child, treating them equally and not judging them by the label of their condition but by the content of their strengths.

The current education system is, undeniably, failing. It struggles to meet the needs of its regular students, let alone rise above its limitations to adequately support children who face additional barriers. The push and pull of systemic pressures, administrative burdens, and outdated methodologies often drown out the voices of those who need the most attention.

But when will that day come? The day when inclusivity is not just a concept in books or training workshops but a lived reality in every classroom? Will it ever come?

This is where radical responsibility steps in. If we want to see that day, we must start with ourselves.

The Seduction of Blame

Blame is a convenient escape. It allows institutions to avoid accountability while masking systemic shortcomings. In schools, blame often takes the form of excuses:

“We’re not well-equipped for inclusive education.”
Many schools claim they lack resources or training to support children with additional needs. Yet, they often have the required staff in place. The real issue is not capability but unwillingness to disrupt the momentum of existing routines or address the additional effort inclusion demands.

“We don’t want to burden teachers further.”
Teachers are often overwhelmed with daily tasks, so schools deflect responsibility for inclusion, viewing it as an added burden. This mindset not only undermines inclusivity but perpetuates a culture where teachers are seen as incapable of adapting.

Shadow Teachers: A Double-Edged Sword
For the few schools that do open their doors, the condition is often the hiring of privately-paid shadow teachers. These individuals are tasked with guiding the child but often end up overshadowing them instead. The child becomes isolated, as their supervision becomes a visible marker of difference. This approach not only fails to integrate the child but also perpetuates a divide within the classroom.

  Blame, in this context, becomes a shield that protects the system from addressing deeper issues like fear of change, systemic inertia, and the unwillingness to invest in long-term solutions.  

Radical Responsibility: Turning the Lens Inward

If we want to see inclusivity become a reality, we must first acknowledge that change begins with us. Blame solves nothing. Ownership, however, is a powerful force that can transform education systems from within.

Here’s how schools, teachers, and administrators can embrace radical responsibility:

1. Commit to Growth

 Schools must invest in equipping their teachers with the tools, training, and support needed to embrace inclusivity as a core value, not an add-on. This requires a mindset shift, seeing inclusion not as a disruption but as an opportunity to enrich the learning environment for everyone.  

2. Foster Collaboration

Teachers cannot carry the weight of inclusivity alone. Radical responsibility involves creating collaborative systems where teachers, administrators, parents, and students work together to ensure every child thrives.

3. Build Awareness

Schools need to focus on breaking down the biases that label children. By celebrating strengths rather than highlighting differences, they create an environment where every child feels valued.

4. Empower Teachers and Students

When teachers are empowered with strategies to integrate all students seamlessly, they feel less burdened and more inspired to create inclusive classrooms. Similarly, empowering children to participate fully, without stigma, reinforces the value of inclusion.

If not now, then when? If not us, then who?

The responsibility to create inclusive education lies within each of us. Schools must rise to the occasion, not just as institutions of learning but as pioneers of a more equitable future. Teachers and administrators must become trailblazers, shaping classrooms where every child is seen for their potential and treated with dignity. The time for blame has passed; the time for radical responsibility is now.

The Rewards of Responsibility

When schools and educators embrace radical responsibility, the impact is far-reaching:

For Students: They thrive in an environment that respects their individuality and supports their potential.

For Teachers: They find purpose and fulfillment in fostering a classroom culture of equality and understanding.

For Society: Inclusion in schools creates a generation that values diversity, empathy, and collaboration.

Conclusion

Blame is an easy way out, but it leaves schools and children stuck in a cycle of mediocrity. Ownership, on the other hand, is hard—but it is also the key to transformation.

For teachers and schools, taking radical responsibility means building a future where inclusivity isn’t just a dream but a lived reality. It requires courage, humility, and effort, but the rewards are profound: a generation that grows up believing in the power of equality, empathy, and shared success.

If not now, then when? If not us, then who?

The responsibility to create inclusive education lies within each of us. Schools must rise to the occasion, not just as institutions of learning but as pioneers of a more equitable future. Teachers and administrators must become trailblazers, shaping classrooms where every child is seen for their potential and treated with dignity. The time for blame has passed; the time for radical responsibility is now.

I am hopeful that the new model I am working on, along with my upcoming book, will inspire a radical change in how we approach inclusivity in education.

Here’s always wishing for our dreams coming true.

Love always,
Sameena