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The report challenges siloed discussions by shifting the frame toward a desire-based approach, emphasizing hope, visions, and lived community wisdom alongside acknowledged tensions. It outlines shared assumptions and values—education as a human right, belonging through community relationships, disability at the center, and the need to decolonize inclusive education—to guide stronger, more diverse learning communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communities-of-belonging-conversations-from-the-think-tank-on-meaningful-inclusion-for-students-with-disabilities-and-diverse-needs/582980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communities-of-belonging-conversations-from-the-think-tank-on-meaningful-inclusion-for-students-with-disabilities-and-diverse-needs/582980.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the Think Tank on meaningful inclusion in June 2024?","Question",{"text":112,"@type":113},"The Think Tank was motivated by the experience that inclusive education conversations often occur in silos or behind closed doors, while documented gaps and failures produce devastating effects on students, families, and school staff.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report frame its approach to inclusive education conversations?",{"text":117,"@type":113},"It seeks to shift beyond binaries and divisive positions, using a desire-based framework as an antidote to damage-centered research, so the discussion can hold loss and despair alongside hope and community wisdom.",{"name":119,"@type":110,"acceptedAnswer":120},"What core values does the report say must underpin an inclusive education system?",{"text":121,"@type":113},"It highlights education as a human right, every child’s sense of belonging through community and relationships, disability at the center, and the need for inclusive education to be decolonized.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582980,1792062589,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Communities of belonging:  \nConversations from the Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs  \nAcknowledgement of Traditional Territory  \nBC Teachers’ Federation members and staff live, teach, and carry out union work on the traditional and unceded territories of the many First Nations peoples of British Columbia. We specifically acknowledge the unceded joint territory of the xʷ məθkʷəy̓ əm (Musqueam), səlilwətaɬ (Tsleil Waututh), and Sḵwx̱ wú7mesh (Squamish) Nations on whose land the BCTF building is located.  \nCommunities of belonging:  \nConversations from the Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs  \nIn June 2024, the British Columbia Teachers' Federation (BCTF) hosted a Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs. The motivation for the Think Tank 1 came from the experience that conversations about inclusive education too often happen in silos or behind closed doors. Many groups and organizations have documented gaps and failures in inclusive education and the devastating effects on children, their families and school staff. One effect of a fractured space for talking about inclusive education is that those who are fully committed to inclusive education can find themselves fighting for and triaging the limited supports that currently exist within BC's public schools.2  \nThe Think Tank sought to shift the frame for the conversation, asking what might happen when there is time and space to think beyond binaries and divisive positions. This approach seeks to resist what Eve Tuck (2009) 3 calls a \"damage-centered” framework for research, in which \"pain and loss are documented in order to obtain particular political or material gains\" (p. 413) . Instead, Tuck invites a \"desire-based framework\" as \"an antidote to damage-centered research\" (p. 416) . To centre desires for meaningful inclusion is not about ignoring critical issues that currently exist or adopting a naïvely optimistic vision about what inclusion could be. A desire-based framework\"accounts for the loss and despair, but also the hope, the visions, the wisdom of lived lives and communities. Desire is involved with the not yet and, at times, the not anymore” (p. 417) .  \nBy foregrounding desire, the Think Tank invited conversations around the not yet, starting from several shared assumptions:  \n• Not if…how- Inclusion should and can be happening. The work is how to get there.  \n• Complexity- Inclusion will not and cannot look the same for every child. This understanding must be held alongside all children’s right to full participation in meaningful education and learning.  \n• Tensions and contradictions-How inclusive education is defined, conceptualized, and practiced cannot be simplified or flattened to a single model or vision of what it looks like.  \n1 See Appendix A for a full description of the Think Tank methodology.  \n2 This can be seen as part of what Sam E. Abrams calls the “commercial mindset” in education, whereby discourses of crises within the public contribute to privatization. See: Abrams, S. E. (2016) . Education and the Commercial Mindset. Harvard Education Press.  \n3 Tuck, E. (2009) . Suspending Damage: A Letter to Communities. Harvard Educational Review, 79(3), pp. 409-427. For more information on Eve Tuck, see [http://www.evetuck.com](http://www.evetuck.com).  \n• Curiosity-Tensions and contradictions can be met with curiosity and an agreement to listen and learn, while not necessarily sharing the same conclusions.  \nBuilding on these assumptions, this report does not present a linear record of the conversation or fixed conclusions emerging from the Think Tank. Instead, by synthesizing themes-and recognizing tensions and contradictions within the two days of dialogue- it invites the reader to think alongside the diverse experiences and perspectives of what meaningful inclusion looks and feels like and how, together, we can cre","cbCaimVpu0d6FpqK","https://ap.wps.com/l/cbCaimVpu0d6FpqK","pdf",3359036,13,"English","# Acknowledgement of Traditional Territory\n# The Think Tank’s Motivation and Approach\n## Shifting from damage-centered to desire-based research\n# Shared Assumptions for Meaningful Inclusion\n## Inclusion as a process: not if, how\n## Complexity and full participation\n## Tensions, contradictions, and curiosity\n# Shared Roots: Valuing Inclusive Education\n## Education as a human right\n## Belonging through community and relationships\n## Disability at the center\n## Decolonizing inclusive education","[{\"question\":\"What prompted the Think Tank on meaningful inclusion in June 2024?\",\"answer\":\"The Think Tank was motivated by the experience that inclusive education conversations often occur in silos or behind closed doors, while documented gaps and failures produce devastating effects on students, families, and school staff.\"},{\"question\":\"How does the report frame its approach to inclusive education conversations?\",\"answer\":\"It seeks to shift beyond binaries and divisive positions, using a desire-based framework as an antidote to damage-centered research, so the discussion can hold loss and despair alongside hope and community wisdom.\"},{\"question\":\"What core values does the report say must underpin an inclusive education system?\",\"answer\":\"It highlights education as a human right, every child’s sense of belonging through community and relationships, disability at the center, and the need for inclusive education to be decolonized.\"}]","Communities of Belonging - Conversations from the Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs | PDF",1792045232,33]