178 Stephen Shore
the student body is on the Autism spectrum and is engaging with the rest of the
pupils.
Translated to Daily Life Therapy in English, their approach focuses on the three
pillars of physical activity, emotional regulation, and intellectual stimulation for
leading a balanced life. After a period of Initial Stage Guidance the students with
Autism are integrated into classrooms of up to 40 students to a single teacher.
Part of what makes this education work for students with Autism is the
emphasis on community. Whereas in most Western societies, additional support
is provided by educational personnel such as teachers and paraprofessionals, in
the Musashino Higashi Gakuen, this support is provided by the classmates them-
selves whenever possible. In addition to benefitting both students with Autism
and the rest of the class there are two important implications for life in the adult
world. Be it at work, in the community, etc., graduates of the Musashino Higashi
Gakuen will have greater understanding as well as hopefully acceptance and
appreciation of individuals with Autism in the adult worlds of employment, the
community, etc. Similarly the students with Autism will have benefitted from
extended contact and support with the regular education students, easing the
way for integration as adults.
Another interesting aspect about this approach is that it’s the only education
method that is used for both regular education and for students on the Autism spec-
trum. A smaller branch – the Boston Higashi School – employs the same teaching
strategies. However, only children with Autism are taught in this school.
Conclusion
As with Autism, inclusion is also a spectrum of involvement for people with dif-
ferences and disabilities. While 100 per cent inclusion is a goal to strive for, it is
not always possible or even advisable when resources of teacher education, time,
materials, and space are unavailable – especially when academic and/or behavioral
challenges exceed what an educational institution is able to provide in a given
situation.
However, academic and social accommodations are actually merely extensions
of good teaching practice. With greater attention paid to differences in learning
styles and social interaction, “regular” education becomes more accessible to a
greater diversity of students to the benefit of all involved and society as a whole.
What is good for individuals on the Autism spectrum tends to be good for every-
one else as well.
Through the lens of academic modifications to curriculum and delivery of
material we have explored how meaningful inclusion of students with Autism can
be accomplished while benefitting the class as a whole. Inclusion is meaningful
when both the individual with special needs and the other students benefit from
the interaction. Rather than an afterthought, inclusion in education, employment,
and society as a whole is a right of all humans regardless of ability.