Tinika Lowe and Her Remarkable Grade 2 Class at Gesner Elementary
Last May, Tinika Lowe, a teacher at Gesner Street Elementary School in Oromocto, NB, and her entire grade 2 class earned a 2024 Inclusive Education Award. Her exceptional efforts in fostering an inclusive environment have not only transformed her classroom but have also inspired the entire school community.
On June 11th, 2024, the class was invited to the Lieutenant Governor’s house, where each one of them was presented with their own Inclusive Education Award. As part of the event, they were also given a tour of the historical building.
Q&A with Tinika Lowe
Q: What motivated you to foster such an inclusive environment in your classroom?
Tinika: The motivation came from my desire to ensure that every child feels valued, respected, and included. Among my students are Caroline and Ellie, two children with disabilities. I set the tone from day one by arranging the classroom to allow everyone to have full access to all learning spaces. This small action sparked discussions around inclusion and helped everyone see its importance.
Q: How have you ensured that Caroline and Ellie can participate in all classroom and school activities?
Tinika: During floor time, we make sure their wheelchairs can get to the mat, or we find ways for them to get on the floor with support. Beyond the classroom, I’ve worked to ensure they can participate in all school activities, whether it’s visiting the library, attending music classes, or joining in gym activities. This creates a sense of belonging and ensures they have the same opportunities as their peers.
Q: How do you share Caroline and Ellie’s unique needs and goals with everyone?
Tinika: I’ve taken the time to explain how Caroline and Ellie’s schoolwork differs from theirs, emphasizing that they, too, are learning and developing important skills. This open communication has fostered a culture of empathy and understanding among the students. They are eager to help and support their classmates and understand Caroline and Ellie’s needs just as well as the educational assistants do.
Q: Can you share some specific examples of how the class has demonstrated their commitment to inclusion?
Tinika: The students and adults in our classroom have embraced the spirit of inclusion without hesitation. They often begin activities by asking, “What about Ellie and Caroline?” or “Did you make sure Ellie & Caroline are included?” For field trips, the students wanted to all travel on Caroline’s bus to stay together as a class. They wrote a letter to the Transportation manager, asking if they could all travel on Caroline’s bus, which led to us always booking that bus for our trips.
Q: How have you involved the wider school community in your efforts?
Tinika: At the beginning of the school year, Caroline’s mother, Kirsty Fletcher, was invited to speak to the class about Caroline’s medical needs, including her tracheostomy, feeding tube, and other equipment. This open dialogue set the stage for a year of learning, understanding, and mutual support. Our inclusive efforts have influenced the entire school community, encouraging other teachers to adopt similar practices in their own classrooms.
