We live in a broken world. We feel it in our own bodies, experience it in our families, and observe it in our churches and schools. Each child that walks into our schools is unique and has his or her own set of gifts and needs. Those needs can be physical, cognitive, behavioral, emotional, or devel­opmental. In some cases, these needs are described by a diagnosis like cerebral palsy, Down syndrome, Fetal Alcohol Spectrum Disorder, ADD or ADHD, autism, or a host of other specified learning disabilities.

Years ago, children with disabilities were sent to schools with only other children with special needs. However, in the 1980’s, a shift started taking place in education. Educators and parents started to ask why students who had exceptionalities couldn’t be sent to the same schools as their siblings and peers. Why couldn’t students with exceptional needs access the same opportunities and experiences as other children their age? Wouldn’t including these children help them feel part of their own communities, and be surrounded by peers who could be positive role models and help them improve their social skills? Over time, it was agreed that this was the preferred option. The exceptional child would feel valued and be exposed to a broader and more balanced curriculum in an environment where growth was encouraged, thus better preparing them for adulthood. Peers would benefit from having students with special needs in their classes by learning to be empathetic, learning to see the person first and the disability second, becoming comfortable interacting with people who had needs, and realizing that despite challenges, students with exceptionalities also had strengths and contributions to make.

As the inclusion movement gained momentum, the gov­ernments in Canada started providing funding for students with health needs. This made it possible and more affordable for those with significant physical disabilities to be part of the mainstream school system. This also applied to Christian schools. Inclusion of children with learning disabilities in the regular classroom began as a goal and then became the new norm.

Inclusion did mean that mainstream school systems needed to make some changes in order to accommodate these students. Accessibility, funding, and staffing all needed to be considered. School boards needed to develop handbooks with perspective statements, policies, and procedures. Classroom teachers had to adapt their lessons in order to meet the needs of the broader spectrum of students they were now serving. It was the responsibility of the Special Education teacher to support the classroom teachers and make it possible for Christian education to be inclusive.

It is important to note that inclusion is a flexible term. Special education is challenging because every child’s needs must be evaluated individually. No two are alike, meaning a “one size fits all” approach does not work. When the needs of the child are not being met in the classroom, it becomes the job of the Special Education teacher to make learning “accessible and meaningful.” Sometimes, pull-out sessions are necessary. Children are typically withdrawn from the classroom for explicit and focused reading or math instruc­tion, severe spelling difficulties, writing disabilities, support with organization and study skills, or if they are more than a year and a half behind their peers academically.

This support is carried out with the help of assistants commonly referred to as para-educators or educational assistants. These qualified individuals are the backbone of the Special Education department. They work one-on-one or with small groups of students. They take the Individual Education Plan that has been developed for the student they are working with and implement it. This follow-through includes accommodations or modifications in order to meet the needs of the students. Accommodations include changes to the environment (where a child sits, movement breaks, etc.), teaching techniques (simplifying, chunking, etc.), and assessments (more time, scribing, etc.). Modifications involve changing the curriculum completely so that a child can work at their own level and pace.

School is a large part of all of our lives. When learning is difficult, twelve years can feel unending. If by having the proper structures and supports in place we can make a posi­tive difference in a child’s life, it’s worth it.

The Scriptural Warrant for Special Education⤒🔗

The reasons for serving students with special needs are the same principles that apply to all children. All children in the covenant community need to be given the opportunity to develop the talents the Lord has given to them. Regardless of how many talents they have, the Lord asks what they have done with the gifts He’s given (Matt. 25).

The Bible calls children a blessing. In Psalm 139, we see the Lord taking a personal interest in and carefully forming each child in a way that declares them fearfully and wonder­fully made. He is intimately acquainted with every detail of every child’s development. They reflect His image. It is our task then, to take these blessings entrusted to our care and invest in them. They are important to Him; therefore, they must be important to us.

When Jesus was on earth, He took special interest in the needy and was deeply moved by their plights. In this world of sadness and hardship, special care needs to be given to the hurting and struggling, including in the school setting. Special Education is a reflection of this particular concern. The Lord does not break the bruised reed (Isa. 42:3). Genesis 33:14 also indicates special consideration: “and I will lead on softly (slowly) ... as the children be able to endure.”

In a Christian school, we have the unique privilege of reflecting God’s attributes of love, compassion, and faithful­ness. Lamentations 3:22-23 reads, “His compassions fail not. They are new every morning: great is thy faithfulness.” It is because of Him that our lives have meaning and purpose. When we pour ourselves out on behalf of those who need extra support, we are in a small way reflecting His greatness and goodness.

Life’s burdens are not meant to be borne alone. Those who are weak or struggling need the covenant community to come alongside of them and their families and “go the road together.” When we love the brethren, we honor the Lord.

Look to the Lord←⤒🔗

Educating a child with special needs can be daunting. Learning challenges are complex and most problems do not have simple solutions. There are environmental, neurological, sensory, metabolic, emotional, learning, and home factors. As one facet of a child’s needs is addressed, there are other issues that may need addressing later. Even special education teachers rarely arrive at a place where we have all the answers. That means, when trying to address a child’s needs, we all need to pray, persist, be patient, and be flexible. We need to focus on what we can change, not on what we cannot change. Transitions take time; start with small changes or attainable goals and move towards larger ones. We need to hope in God, who is sovereign and determines the begin­ning and the end. Thankfully, He is gracious and delights to bless His people.

Life is still mysterious in many ways. Like the hymn by Cowper says: “God moves in a mysterious way His wonders to perform.” We all learn, in various ways, to accept mystery and to have unanswered questions. However, in the midst of it all, we have the assurance that God is working. Elizabeth Elliot once said to Joni Erickson Tada in Joni’s early years of quadriplegia, “It’s not for nothing.” So we do our daily work faithfully and in dependence on the Lord. At the end of the day, our circumstances are not about us; they are about God. It takes constant refocusing to keep a biblical perspective on our lives, including how we see special education. The world val­ues intelligence, prestige, and beauty; God values brokenness, contrition, and dependence. We are weak creatures with many needs. However, God uses weakness to display His strength.

Having natural gifts and abilities is a blessing, but they are not the only blessings God gives. Surely, spiritual bless­ings are to be more highly prized. As 3 John 4 says, “I have no greater joy than to hear that my children walk in truth.” The Lord values childlike trust. No child with exceptional needs is outside of His reach. Let us look to Him then for help to reach academic goals and to plead for spiritual bless­ings. He gives joy in the midst of difficulties and enables weak vessels to serve with love, laughter, grace, and hope — including at school.