“Each Belongs” Celebrating 40 Years of Inclusion

The Hamilton Wentworth Catholic District School Board

Jackie Bajus

Superintendent of Education. Special Education

Les Galambos

Principal of Programs: Special Education

“Each Belongs”

The Hamilton Wentworth Catholic District School Board’s philosophy for 40 years.

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“Each Belongs”

The Philosophy of the Hamilton-Wentworth Catholic District School Board is to meet the needs of all children and to develop the fullness of humanity in a Catholic Community. All students, regardless of special talents or challenging needs can grow and they can grow best by attending their neighbourhood schools, along with their brothers and sisters.

Every child with challenging needs requires a sense of belonging; every child needs reasonable and realistic success and every child requires concern for his or her dignity as a person. The child is not served by sympathy or sentimentality. Exceptional pupils share with their fellow pupils the responsibility to demonstrate acceptable behaviour and to strive for total growth and development.

It is the responsibility of each individual who instructs children to foster growth. No handicap, however severe, no learning deficit, however persistent, should discourage our efforts. No special gift is to be neglected. All human and material resources must be used to meet the needs of the pupil. Provision of programs and services in our schools is governed by principles of inclusion, normalization and personalization.

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A bit of history…in Ontario

The 60’s…”those were the days”… but not for everyone.

Before and after 1980 (Bill 82)

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The Rose Quartz Warrior Award

Jim Hansen receiving the Rose Quartz Warrior award, Oct. 31, 2006.

The only School Board in the world to be recognized for having an fully Inclusive system.

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Each Belongs

“pioneering work, leadership and achievements of the Hamilton-Wentworth Catholic District School Board, sustained and developed over the past decades, by the board, its staff and students.”

Jack Pierpoint, Marsha Forrest Centre

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Each Belongs

All children attend their neighbourhood school with their brothers, sisters and friends.

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Each Belongs

In the woodworking class...

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Each Belongs

In the Kindergarten class...

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Each Belongs

In the English class...

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Each Belongs

In the gym class... With their friends

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Each Belongs

In the Social Studies class... working hard...with their schoolmates...

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Each Belongs

By learning new skills...

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Each Belongs

By playing with friends in a safe environment...

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Each Belongs

Work experience

One of our sr. students working at a local business.

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Each Belongs

Working at the local multiplex cinema. After the school day or after the school year…

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Each Belongs

At the local office supply store…

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Each Belongs

“some day we will be so integrated, so inclusive, so normal… Until then, I intend to be moved by the presence of a child with a disability in a normal, caring loving environment.”

– Jim Hansen

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40 Years of “Each Belongs” because of “People”

Personnel– Our staff

Parents– Parents of our students

Partnerships– With a variety of community agencies

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40 Years of “Each Belongs” because of “Policies”

“Each Belongs”– Our board philosophy

The Ministry of Education’s “Policy for Equity and Inclusive Education”

The Accessibility for Ontarians with Disabilities Act requirements.

Student Success Learning for All K-12

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40 Years of “Each Belongs” because of “Programs”

Accommodations and modifications– Altering curriculum rather than altering student

Age appropriate classroom programs, settings “Community Experience” program “Circle of Friends”

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40 Years of Inclusion because of “Places”

Our inviting and welcoming schools– Families …not factories– Safe, accommodating, accessible,attractive– Schools should represent the community

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Assistive Technology has proven to be a great benefit to many students.

The use of Assistive Technology allows all students to participate in the curriculum and “levels the playing field”.

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Accessing the curriculum in a grade 3

A document reader, laptop, and a switch allow Savanna to access the curriculum.

Of course, support from a knowledgeable educational assistant is invaluable.

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Michael uses a laser pointer to control the laptop

A secondary school student with equipment funded through S.E.A. (Ministry of Education)

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A Secondary G.L.E. (General Learning Essentials) Class

Secondary students using text to speech, word prediction software.

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Students exempted in grade 3 (no A.T.) now in grade 6 (with A.T.)

EQAO 2009 Grade 6

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21 students in Grade 3 (no A.T.)

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EQAO Grade 3 2006

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Same students in grade 6 (with A.T.)

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EQAO Grade 6 2009 (with A.T.)

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In Conclusion…

“Inclusion” in a school system can happen. – We are not better, not more virtuous, than anyone else.

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In Conclusion…

School systems need to work, collaborate with their community in order to make this happen.

– But then all good things are the result of working together.

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In Conclusion…

Schools systems need the right people, the right programs, the right policies and the right places, but we can work on these.

– Don’t let “perfect” be the enemy the of “good”.

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And Finally…

If something is worth doing…

It’s worth doing!!

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