an update on inclusive educationeducation watch:

Volume 3, Issue 1 – Spring 2011

Continued on page 2

High school youth preppedfor leadership at secondaryschoolRyan Rogers – March 28, 2011

Student-led activist organizationRe:Action4Inclusion continued

spreading motivational speakerNorman Kunc’s message of communityinclusion at Uxbridge SecondarySchool (USS) to fight segregation andpromote unity.

Organizers prioritized Grade 9students to plant the seeds of change,with hopes they will germinate intoleaders of inclusion until theirgraduation from USS.

Co-organizer Bethan Morgan, 17,says her group wanted to start with theyounger students because their termat USS is just beginning.

“If we start at the bottom, they canbring it on and set a good example forkids coming in next year, and build afoundation over time,” says Morgan.

Kunc, a speaker, writer andconsultant of 25 years, shared his

stories of growing up through theeducation system with cerebral palsyand being in a segregated school untilhe was in Grade 7.

He says once he was integratedinto a common school, fellow studentswere still uncomfortable with peoplewho were different. Kunc examinedwhat it is that makes peopleuncomfortable, and suggests that itlies in fearing the unknown.

His presentation called “Story ofthe Stranger” addresses his findingsby challenging students to get to knowthe people in their schools and

community and find the threads ofexperience that are common amongstthem.

These stories and similaritiesestablish authentic relationships ofinclusion, the goal of his speakingseries.

The next step after the presentationwill be to reconvene the students tosee how they felt about thepresentation and see how they canincorporate inclusion into their dailyhabits.

Morgan hopes students will heedKunc’s call and expand their cliques to

Seeds of inclusion planted in Uxbridge this spring

Kimberly Gavan (top), Norman Kunc (centre) with Re:Action4Inclusion membersof Uxbridge Secondary School Sue Park (left) and Bethan Morgan (right).

2

Almost 400 families pulled up a chairand settled in for information

sessions about inclusive educationfrom the comfort of their own homes.By tuning into a free webinar series,parents learned more about creating avision for their child’s inclusiveeducation, heard from experts, andnetworked with others.

Through the Community InclusionInitiative, Community Living Ontariodeveloped a monthly webinar series oninclusive education including: • “Asserting Your Vision for Your

Child’s Education” – January, “The Individual Education Plan

• (IEP) – February, and • “The Individualized Placement and

Review Committee (IPRC) – A Lookat All Perspectives” – March. Community Living Ontario wanted

to reach out to families who aren’t ableto get away for day or weekend-longworkshops, but who still needinformation to help them get the typeof inclusive education they want fortheir son or daughter.

The series was designed to givefamilies the information they needwhen seeking a quality education thatincludes the expectations of academicsuccess and inclusion in regularclassrooms for their son or daughterwho has an intellectual disability.

Although in-person workshopsare still popular, the take-up on thewebinar series was quiteremarkable indicating that peopleappreciate receiving information onhow to advance their vision of aninclusive education and navigatethe school system. Written with files from NatalieHamilton, Axiom News.

Learning from the Comfort of Home:Community Living Ontario presentedinclusive education webinar series

British Study says – Schools needhelp with ‘special needs influx’

Schools in England need newteaching methods to deal with an

influx of children with increasinglycomplex special needs, a reportwarns. The study says more disabledchildren are surviving to school age,and new conditions, such as foetalalcohol syndrome, bring a range ofneeds.

The Complex Learning Difficultiesand Disabilities Research Project,funded by the Department forEducation, says urgent action isneeded to help schools serve a newgeneration of children with specialneeds and disabilities “never seenbefore in the education system”.

These include foetal alcoholspectrum disorder, attachmentdisorder, rare chromosomaldisorders, some mental healthproblems, attention deficithyperactivity disorder, sensoryimpairment, autism, fragile Xsyndrome, the long-term effects ofdrug use during pregnancy and thelong-term effects of premature birth.

The researchers have alsodeveloped a set of briefing andguidance notes, with advice forteachers in handling pupils withcomplex special needs. The study

says there have been rapid increasesin the number of children with themost complex special needs. It saysresearch shows the number ofchildren with disabilities in Britain hasrisen from 700,000 in 2004 to950,000 in 2009.

Department for Education figuresshow that over the same period thenumber of children with profoundmultiple learning difficultiesincreased by nearly 30%.

Chief author of the reportProfessor Barry Carpenter said: “Raredisabilities and other conditions areon the increase. “There are also moreand more children coming into thesystem with mental health problems.”

The report concludes: “This is notjust an issue for special schools -teachers in mainstream schools needto be aware of these trends becausethey are increasingly likely toencounter children with problemsthey have not seen before. “We needurgent action to alert teachers acrossthe system to this fast-growing trendand prepare them for it. Withoutproper training teachers will struggleto cope with these new challengesand children will not get the supportthey need.”

Seeds of InclusionContinued from page 1

learn more about the people aroundthem, and hear their stories.

She says every student in thatassembly already has one thing incommon — they’ve heard Kunc’smessage.

The young leaders in communitiesare able to continue to stay engagedwith one another through the Commu -nity Living Leaders’ Facebook page.

Reprinted from Leaders, the online newssource of Community Living Ontario.

Find details from http://www.communitylivingontario.ca/

3

CACL and NBACL made a special award to AlexDingwall, Superintendent of Schools in Fredericton, NewBrunswick. Mr. Dingwall played a varied role in NBeducation over the 25 years since inclusive education wasmandated in the province. A native of Montreal, Dingwallserved in northern and southern NB as well as a time asDirector of Student Services in the Department of

Special Recognition Award – Superintendent Alex Dingwall, School District 18, Fredericton, N.B.

Alex Dingwall

For his contributions to putting New Brunswick on the map as aleader in Inclusive Education

Education. He was recognized forhis leadership and for the caring andrespectful way he worked withstudents, parents and teachers. Hereceived the recognition inFredericton during InclusiveEducation Month.

Manitoba Looks AheadCommunity Living Manitoba in Partnership with Manitoba

Council for Exceptional Children held an special meetingin Winnipeg last month during Inclusive Education Month2011. Excerpts of the discussion – by CLM Advocate AnneKresta:

A number of concerned parents, teachers, administratorsand disability advocates came out on a cold and frostyevening in February to discuss progress and challenges ininclusive education in Manitoba. Together we heard fromManitoba Education, Manitoba Council for ExceptionalChildren and Community Living Manitobaand then brainstormed what we all sawwere some next steps in moving theinclusive education agenda forward overthe next 5 to 10 years. Here are the resultsof that discussion:

Priority Area 1: Supporting TeachersTraining in appropriate use of support strategies (ie;

communication books - what should be included, whatshould not be included); Co-teaching and teacher mentoring- this is especially necessary as there will be larger numbersof teachers leaving the system as they enter retirement.There is a need for succession planning. Training in UniversalDesign for Learning so that all students benefit from being inthe inclusive classroom

Priority Area 2: Supporting FamiliesParents report needing to have some kind of baseline

training in how the system will work to support their child.Advocacy work is at time exhausting and they need to knowwho to turn to and how to work effectively within thesystem. Parents report sometimes needing someone to turnto who has “clout” within the system. Universal report cardsmay provide a more inclusive and meaningful way to reporton a student’s progress in the curriculum and within their

IEP goals as they apply to the curriculum. Parents reporthaving experienced delay tactics, personality conflicts,misinterpretation of policies and practice and need to havesomeone to speak with and for them in these circumstances.

Priority Area 3: Inter-sectoral DialogueInter-sectoral meetings that discuss how students are

being supported or can be supported by different programsand services that are available through Health, Justice,Family Services and Consumer Affairs and Education –

helping students and parents with the servicenavigation piece. – parents reported that thiscommunication has been a challenge forstudents with complex medical needs who relyon a nurse and cannot attend school without aspecific nurse because there is no “Plan B” inplace when the nurse is away ill or on holidays.

Priority Area 4: Knowledge SharingIt is important to share innovative practices from various

school divisions among themselves and then among theirstaff. If schools could schedule common PD Days that allowmany more teachers and practitioners to get together toshare experiences, strategies etc.

The use of “Inclusion Blogs” or webinars was discussed.

As a result of this session, a letter was composed andsent to Ministers of Education, Family Services andConsumer Affairs, Justice, Health and Healthy Living, Youthand Seniors urging cooperative action. Participants lookforward to hearing from the ministers and working throughthese recommendations in the months to come.

4

Ontario students ask:How is it possible to spend fouryears in the same school and atCommencement not know everyonein your graduating class? Wherehave my fellow students been?

Through the efforts of the Community InclusionInitiative in Ontario people who have disabilities, theirfamilies, and youth are gathering, asking questions andlooking for change. Our schools are a mirror of ourcommunities, and need to be rich and robust places ofopportunity where people learn together.

In addition to quality education being a right for allstudents, it is also the cornerstone of a person’scitizenship. The typical school experience is pivotal inshaping opportunity for employment, ones relationships,contributions to community and a vision for the future. TheCommunity Inclusion Initiative in Ontario has createdopportunities for emerging youth leaders to connectthrough a dynamic youth leadership series. Togetherthese students are creating awareness, challenging mythsand shifting the culture of their schools to a welcomingplace that celebrates diversity. These groups of highlyenergized high school students believe; they need to knowone another more, to spend time together, to studytogether and take responsibility for one another. “Weprobably don’t have all the answers, but we want to beable to try, and being kept apart from one another deniesus that chance!”

It is with this influence that Canadians who have adisability are more likely to be supported by their peers toparticipate fully in all aspects of their school and broadercommunities. The Youth Leadership series is A Call toAction, and the invitation is being taken up withenthusiasm and continues to build momentum for change.Inclusion is not simply a disability issue, but rather asocial justice issue for all citizens. Ontario students arenow asking one simple, yet powerful question; “If youbelieve that youth are a key ingredient to making ourcommunities welcoming places. What are you prepared todo to help us? ”

The New Brunswick Department of Education’s SchoolImprovement Service is conducting school reviews in

20% of the Anglophone schools of the province annually.The director of the project is Inga Boehler who reports that24 schools have been reviewed to date in this first year offull implementation of the service. Some interestingobservations on school programs and practices are alreadyemerging. Inclusion in schools is an area of focus. We willseek a more thorough update from this team at a latter date.Here are a few of the preliminary findings:• Some Observations on Inclusion

• Elementary schools flag and respond to learning challengesmore quickly

• Schools are less well equipped to manage severe behaviourchallenges

• Pyramids of academic and behaviour intervention are notsystematically established in many schools

• Student Services Teams are not equally able to mobilizeservices and supports

• Use of Personnel: Resource & Methods Teacher (R&M) • R&M not in classrooms; often see pull-outs vs. R&M teacher

in classrooms monitoring individual student progress andworking with the teacher

• R&M teacher is less effective when student services team isnot working collaboratively with teachers (admin, guidance,R&M)

• Use of Personnel: Teacher Assistants (TA) • Often the TA is primary person working with a student vs. TA

is part of team planning for students with exceptionalities• TA schedules do not meet student needs

• Instructional Practice & Differentiation • In many classrooms can’t tell which student has an Special

Education Plan;• Student acceptance of all peers and varied assignments

among students (observed at all levels of the system) andwillingness to help when help is needed

• Very little differentiated instruction; whole-class instructionis still the norm

• Flexible Grouping • Grouping/re-grouping is not yet carried out well; multi-age

groupings are not being used effectively• Pyramids of intervention not entrenched; need school-wide

and strategic approach.• Not clear about what is streaming and what isn’t –

sometimes still within-class exclusion• Behaviour & Bullying

• Lack of resources for students with high behaviour needs(SIW, Guidance); safety issues

• Other Observations re: Inclusion • Greater awareness (staff and students) of particular types of

student conditions/challenges• Some high schools finding ways to foster independence and

build school belonging• Outside agencies sometimes not providing needed supports

and attending meetings

Information based on notes from the NB School ImprovementReview Team, March 2011.

School Improvement &School Inclusion

5

The Saskatchewan Association for Community Living(SACL) is celebrating another successful year of

spreading the message of inclusion to schools, daycares,camps, and other organizations around Saskatchewan.

For more than two decades, the SACL has promotedawareness of disability issues through the educationalpuppet show Kids on the Block. The focus of Kids on theBlock is to increase acceptance and appreciation ofdifferences, which are central to our communities.

Through the use of 4-feet puppets, Kids on the Block isable to educate and dispel myths relating to individuals whohave disabilities in a manner in which children can feelcomfortable asking questions.

“Kids on the Block plants a seed for parents and teachersto expand upon,” said Rachelle Hosak, the SACL’s YouthCoordinator. “Children hear the words ‘autism’ or ‘Downsyndrome’ from the puppets and they bring the words hometo ask questions about it.”

The Kids on the Block program is a 45-minute show thatincludes four skits about various disabilities and relatedissues. Children are introduced to topics such as visualimpairment, spina bifida, Down syndrome, multiculturalism,abuse, muscular dystrophy, feelings, and other issues.

As one elementary teacher stated, “The presentationclearly gives a message of friendship and understandingpeoples’ differences. Students have a better understandingof disabilities now.”

For additional information about the Kids on the Blockprogram, or to book a Kids on the Block performance, pleasecontact Rachelle Hosak at (306) 955-3344 or e-mailrachelle.hosak@sacl.org.

Puppet troupe educates people about disability issues

6

Former MP Leads Inclusive School

Hon. Jody Carr, NB Minister of Education, MLA for Dalhousie Donald Arsenault,Guy Arsenault, Marlene Munn, NBACL President and Lt. Gov. Graydon Nicholas.

Principal Guy Arsenault and his staffat LE Reinsborough School in

Dalhousie, N.B. were awarded theInclusive School Team Award by NBACLand CACL. The citation read at theceremony reads as follows:

Many parents who are about tosend their children off to their first dayof school are often faced with the fearof the unknown. What will happenwhen my child goes to school? Will hebe safe, will he be included? Will he be

teaching all children while fostering inthem a sense of self-esteem and prideand celebrating their successes.

Working together is vital toensuring that a student is wellsupported in reaching their fullpotential. Keagan’s teachers werevery receptive to recommendations byhis pediatric rehabilitation team andused some of the techniques theylearned to support him in his learning.At the beginning of each school year,Keagan’s teacher, teacher assistants,specialists and therapists meet todiscuss ways to provide him with thebest possible support.

Keagan loves school and enjoysbeing with his peers. He attendsschool outings and participates inspecial events from concerts to fund-raising.

“From my son’s very first day atschool over three years ago, ourfamily has been treated with dignityrespect and value, in my opinion someof the most important things that canbe afforded a family.”

It is for this that the Mr. GuyArsenault and the team at LEReinsborough School have receivedthe National Inclusive EducationAward.

accepted by his peers? Will he besupported when he is faced withchallenges? Will he be challenged todo his best?

Crystal Payne, a mother of astudent who attends LE ReinsboroughSchool in Dalhousie, N. B. was alsofaced with these questions. Her son,Keagan, who has a disability, requiresspecialized supports. Crystal creditsthe teachers and principal, GuyArsenault with being committed to

Gordon Porter – Submitted to CommunityLiving Ontario, March 29, 2011

I talk to manypeople who wonder

how they can supportinclusive educationwhen the reality ofwhat is called IE inmany schools is notgood. It is a real

dilemma.It is great to be a visionary and

support inclusion in a theoretical sense– but what do you say when confrontedwith the reality of poor practice in theschool and classroom.

The examples are quite common. Wehave all heard about:• teachers who have a child in their

class … but … don’t really think that isthe best place for him;

• teachers who are willing but declare

they have no training or experiencewith a child with special needs;

• a school principal who agrees toaccept a child but only if supportsthat are not available are provided;

• a school that agrees to a child’splacement but if anything at alldoesn’t go well – the deal is in off;

• a school permits inclusion but failsto ensure the teacher has access toa resource/support teacher or aparaprofessional when needed.  These and other things can and do

happen. Schools may not properly train and

support their teachers; districts maysay no money is available for neededaccommodations; teachers may saythe child’s placement in the class willdisrupt other children’s learning;principals say the child with specialneeds will simply take up too much of

the teacher’s time. And so it goes.  In the face of all

these and other challenges it is easy toconclude that inclusive education maybe a worthy goal, however it is noteasy and it may well be unrealistic!

BUT … it doesn’t have to be thatway. We have more than enoughexamples of quality inclusive educationin Canada to demonstrate it can bedone. Check out the examples providedin the interviews with school leaderson the Inclusive Education Canadawebsite (www.inclusiveeducation.ca ).They tell the stories of success inschools in throughout the country. Thegloomy and dark descriptions ofinclusion are outweighed by thesestories of people who are making ithappen now.

The fact is teachers can develop –and keep – positive attitudes toward

Is inclusive education realistic? You bet it is!

Gordon Porter

7

Iretired as Superintendent of Schoolsin BC’s Rocky Mountain School

District in July 2010. In the monthssince, I’ve reflected on my 42 years ineducation and am struck by a numberof questions. I had the good fortune ofteaching students in grades 1 to 12 andin working in 4 provinces, both inschool districts and with Ministries ofEducation.

Even before entering the professionI had a passion for inclusion and hadthe good fortune of working with andlearning from colleagues and familieswho shared my passion. As such, Ihave been witness to outstandingeducators, supported by dedicatedfamilies, who have enabled students tolearn together and achieve tremendoussuccess.

Thus, my questions – • If we know that inclusion can mean

success for all students then whydon’t we include all students?

• Why do school districts continue tooperate segregated schools,resource rooms and educationalsettings which exclude studentswho have been identified as havinga disability?

• What can we do to make thedifference? While my questions may seem

pessimistic, I continue to feel greatoptimism about achieving an inclusivefuture. That optimism is based onCanada’s commitment to the United

Nations Convention on the Rights ofPersons with Disabilities. Canadaratified the Convention on March 11,2010 and with that ratification 10provinces, 3 territories and the federalgovernment have stated their supportfor the Convention which includesArticle 24, The Right to Education.

In agreeing to the ConventionCanada has a moral obligation to‘ensure an inclusive education systemat all levels and lifelong learning ….enabling persons with disabilities toparticipate in a free society.’ Article 24goes on to set expectations thatchildren with disabilities have the rightto attend school in the communities inwhich they live and that reasonableaccommodations must be provided toensure effective education. Inaddition, the Convention states thatmeasures must be taken to employeducators who have appropriatequalifications and that continuingprofessional training must be providedto ensure support for persons withdisabilities.

So, with the powerful support of theUN Convention why do we still haveschool districts, supported byprovincial/territorial governments,placing students in segregatedenvironments?

Pondering the Obstacles toInclusive SchoolsBendina Miller, President of CACL

One explanation could be thatschool districts and possiblygovernments aren’t even aware of theConvention and the moral obligation toinclusive education that it brings. • I would suggest that we can make a

difference by bringing the UNConvention – Article 24, to theattention of our governments, schooldistricts and educators in our localschools.

• I would suggest that if inclusiveeducation is a reality in our schoolswe could provide recognition thatthey are, in fact, meeting theexpectations set out in theConvention. If, on the other hand, inclusion has

not been achieved it could supportefforts to draw the district’s attentionto the rights outlined in Article 24. Ifirmly believe that, together, we canmake the difference. I also firmlybelieve that we can only make thedifference by continuing to be strong,active advocates in sharing the powerof the UN Convention with ourcommunity partners. It’s about shiftingattitudes and building confidence thatinclusive education is a right and thatwith the appropriate supports it issuccessful and results in improvededucation for all students.

including kids with diverse needs intheir classes. Principals can provideleadership and support their teachersand their students. Districts candevelop policies and programs thatempower and make quality inclusiveeducation a reality.

The dark and gloomy reality oftoday’s inadequate inclusion programscan be changes. Working to makeinclusion successful can lead to morepositive outcomes for our children in

the future. We need to focus on the fact that

access to an inclusive education is aright – one now included in the UNConvention on the Rights of Personswith Disabilities (Article 25) – as well ashuman rights legislation in Canada.

Not only is inclusion a right – but itis also good educational practice.

In my experience schools that aresuccessful and provide qualityeducation can provide inclusive

education – if they chose to take on thechallenge.

Teachers, principals and parents canmobilize to make inclusion not only aprogressive vision – they can also makeit a reality. Problems can be solved,challenges can be met. 

Thousands of teachers in Canadaare doing it today. More need to do it inthe days ahead.

So – is inclusive education realistic?You bet it is!

8

Two University of Victoria McPhersonLibrary staff members will be

receiving a National InclusiveEducation award from the CACL and theBritish Columbia Association forCommunity Living. Shailoo Bedi andCarlie Graham are being recognized fortheir leadership in making theMcPherson Library an inclusivelearning environment and workplacefor students with developmentaldisabilities.

For a student, being fully includedin a University or College means morethan just attending class. It meanshaving equal access to all aspects ofpost secondary life: recreationalactivities, employment opportunitiesand access to common learning spaces

taking leadership within the Universityas a whole to promote what needs tohappen to make student positionssuccessful within the University.

“Both Shailoo and Carlie model tothe university community as a wholewhat it means to be a fully inclusiveservice,” writes Jessica Humphrey,Director at the STEPS Forward InclusivePost‐Secondary Education. “Becausethe library has taken leadership indefining auditing students withdevelopmental disabilities as fullyparticipating, it changes the way thatothers within the University – students,faculty and staff – see the value andpotential of students withdevelopmental disabilities.”

These two individuals are shiningexamples of how accommodations andchanges in approach for one studentcan help others to see the value andpotential of students withdevelopmental disabilities in allaspects of university life.

such as the library. Carlie and Shailohave taken the initiative and toadvance inclusive education at a postsecondary level.

Shailo Bedi, the Director of Systemsand Client Services at UVic’sMcPherson Library, has beeninstrumental in creating a way forstudents with developmentaldisabilities to access part-time“student assistant” employment at thelibrary. Typically these positions haveonly been open to students takingcourses for credit.

Carlie Graham, Manager of theMusic and Media department atMcPherson Library, has employed astudent with a developmentaldisability for the last three years,

University of Victoria LibraryStaff Recognized with NationalInclusive Education Award

PEI Minister of Education Salutes Educatorsfor Inclusion Work

Prince Edward IslandAssociation for

Community Living waspleased to take part inInclusive Education Week inFebruary 2011. Theassociation was encouragedby the high caliber ofeducators who werenominated for the inclusion awards.Five inclusive education awards werepresented on February 18 by Hon.Doug Currie, Minister of Educationand Early Childhood Development.

The following are some of thetestimonials for these deservingaward recipients:

Rebecca Knauff, RainbowDaycare: “Rebecca is a strongadvocate for not only children withautism, but all children. She has a giftfor teaching and remarkable insightinto the multifaceted learning stylesof children with autism.”

Marcia Pridham,Resource Teacher, WestisleComposite High School:“Marcia has worked hard atbringing non resource-basedstudents into the ResourceRoom and has helpedresource-based students to

join the larger community. She is aone of a kind teacher.”

Alanagh MacDougall, ParkdaleSherwood Headstart: “Alanaghadapts activities so that everyonecan participate. Alanagh’sadaptations are invisible; designedto never draw attention; they are “allin the run of daily activities.”

Rachelle Gauthier, Principal,Ecole St. Augustin and Dream Team:“ When a young student with autismentered grade one in this smallFrancophone school, rachelle andher team welcomed him and theyhave maintained a community of

caring ever since. Principal Gauthieroften volunteered to provide supportduring recess and helped herstudent learn new social skillsduring play”

Kevin Stonefield, Principal,Montague Intermediate School: (aswritten by present and formerstudents and parents): “He caresabout where all students go afterintermediate and tries to keep intouch with everyone. “ His door isalways open. He has the type ofleadership qualities where he leadsby example rather than authority.”

There has been great progressmade in PEI with Inclusive Educationin the last few years. However thereis much more to do and recognizingthese educators strengthens thateffort. PEI ACL collaborates withEducation Partners on best practicesand together they promote fullcommunity participation.

Creating a “common learning environment,” that is, placeswhere students study, recreate and work within and

beyond the school grounds makes a significant difference infostering a culture of inclusion where everyone has a senseof belonging.

Principal Celinda Van Horne and the Students ServicesTeam of Hampton High School spent the past four yearstransforming their school into a fully inclusive environment.The student services team provided teachers andparaprofessionals with information and training onUniversal Design. Each year the changes were visible andobvious. This was a first for the school, but has proven to beso successful that more teachers have requested thistraining.

A special needs room was replaced with a student centrewhere the Guidance Counsellor and other staff worked withstudents. The room which used to house students with highneeds has since become an office for the Resource teachersand paraprofessionals. Students who once ate their lunchesin the resource room now eat in the cafeteria with theirpeers.

Each of the school’s three resource teachers work closelywith the teachers to provide guidance, resources andsupport in their efforts to ensure that all students areparticipating fully and to the best of their abilities.

“The principal has also been instrumental in establishing

a school atmosphere that is welcoming and respectful to allstudents, visitors and other staff members,” says JulieStone, an Inclusive Education consultant who nominated theStudent Services Team for the award. “In fact, she is oftenseen outside greeting students as they come off the buses.”

It is for their commitment to transforming their physicaland working environment where all students hadopportunities to participate and learn to their fullestpotential that the Student Services Team was presented withthe National Inclusive Education Award.

Student Services Team at Hampton High School inNew Brunswick wins Inclusive School Team Award

Far Right – Hampton High Principal Celinda Van Horne, nextto Lt. Gov. Graydon Nicholas and NBACL President MarleneMunn. Hon. Jody Carr, Minister of Education at the left nextto three members of the School Student Services Team.

9

Segregated Schools for Students with Intellectual Disabilities

Canada still hasprovinces and school

districts and boards thathave segregated schoolsfor students withintellectual disabilities.This is the case despite themore than 25 years sincethe Charter of Rights &Freedoms came into force

in Canada. Indeed, this discriminatory practice continuesdespite the Charter and human rights laws and despitecompelling evidence that such schools and classes are notneeded to provide these students with a quality education.

But in some communities they continue. Guess what?You don’t typically find them in the small rural parts of thecountry or in the least prosperous parts of the country.Segregated schools are found most easily in some of ourbiggest, wealthiest cities.

Why is that? A good question. The reasons are varied butinevitably connected to lack of vision; specific interests thatresist change; lack of leadership; and mindless adherenceto following the path of least resistance. While these

programs may be well intentioned, they are a remnant of thepast and do not meet the expectations we have for ourchildren in 21st Century Canada.

We want to build an information bank on the segregatedschools for students with disabilities still operating inCanada. We want to raise awareness that these institutionsare not needed and that there are practical and successfulalternatives to them found across Canada. In manycommunities good alternative approaches exist and even inthe same provinces as the remaining segregated schools.

Our primary interest is schools that serve students withintellectual disabilities. Typically they are stand aloneschools but some may be located in a wing or section of aschool serving other students, but is a completely separateoperation. We welcome your help in developing this databank. If you have personal knowledge of these schoolsplease send your comments to InclusiveEducation@cacl.ca.We will share what we learn on our website –www.inclusiveeducation.ca

Segregated school inWoodstock NB – Peter PanSchool – closed in 1983.

CLOSED

10

National panel members share insightsabout making inclusion workPartners present free webinar Feb. 28

Jody Carr, Education andEarly Childhood Develop-ment Minister, N.B.

Bendina Miller, formerschool districtsuperintendent, B.C.,and president of CACL

Calvin Fraser, secretarygeneral of the CanadianTeachers’ Federation.

Natalie Hamilton – February 2011

Educators who can make a positive impact oninclusion in Canada are tuned into a webinarhosted by Inclusive Education Canada, CommunityLiving Ontario and the Canadian Association forCommunity Living (CACL). 

In celebration of February being InclusiveEducation Month in Canada, the organizationspresented School Inclusion: Critical Issue forLeaders on Monday, Feb. 28 from noon to 1:15p.m. 

“We thought it would be a good conclusion (toInclusive Education Month) for a national panel todeal with some of the issues,” says Gordon Porter,director of Inclusive Education Canada.

The session targeted professionals who holdleadership positions from principals to resourceteachers to others who are a responsible forinclusive education.

“It was focused on leadership and the criticalissues in leadership that can make inclusiveeducation a reality.”

Three speakers with distinct perspectivesaddressed issues facing school and districtleaders in making inclusion both possible andsuccessful. Each speaker gave a shortpresentation, discussed the topics and took

questions from participants. On the bill was Jody Carr, New Brunswick’s

Education and Early Childhood Developmentminister, Bendina Miller, a former schooldistrict superintendent in British Columbiaand president of CACL, and Calvin Fraser,secretary general of the Canadian Teachers’Federation.

Carr will provided an update about what’shappening in the area of inclusive educationat the provincial government level.

Miller shared her thoughts from theperspective of a retired senior educator.

Meanwhile, Fraser offered his insightsabout what’s necessary for inclusion from thestandpoint of teachers.

“He has a perspective from Canada’steachers — the people who have to make ithappen in the classrooms,” Porter says.  “It’s a small group but there were veryinteresting perspectives represented here.”

CACL executive vice-president MichaelBach facilitated the webinar.

The event was free and further events arebeing planned. Anyone with a computer, webaccess and speakers can take part.

Glenda Gaudette, a learningassistance teacher at Sardis

Secondary School in Chilliwack willbe receiving a National InclusiveEducation award from the CACL andthe British Columbia Association forCommunity Living. She is beingcommended for her role in promotinga culture of inclusion at the school,while ensuring that students withspecial needs have full access to allcourses with the support they need.

Ms. Gaudette has been

Chilliwack Teacher Recognized with NationalInclusive Education Award

recognized as part of NationalInclusive Education Month,celebrated during February 2011across Canada.

Ms. Gaudette’s collaborativeteam approach includes theparticipation of the school as awhole: students, parents, teachers,administrators and district staff.Rather than existing as a separateprogram, the Sardis learningassistance centre has promoted aninclusive, diverse culture of

inclusion and friendship, supportedby everyone at Sardis. Students withspecial needs are thus recognizedfor their abilities and have equalaccess to all classes andrecreational activities, with thesupports they need to succeed.Glenda Gaudette and SardisSecondary are shining examples ofhow an entire school can cometogether and make inclusiveeducation a reality. CongratulationsGlenda and Sardis Secondary!

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re:Action4InclusionOntario High School YouthChallenged to Take Action!

Community Living Ontario is callingon youth to engage in what theydescribe as – “an awesomevolunteer opportunity”. They areasking young me and women to be aleader in making their school andcommunity an inclusive andwelcoming place for all studentsand citizens.

There are two opportunities tochoose from!

• re:action4Inclusion ConferenceCommittee – Once a year, studentsfrom across the province cometogether to network, learn andexplore ways to ensure our schoolsand communities are welcoming topeople of all backgrounds andabilities. We are looking formotivated youth to help plan andprovide leadership at our 3rdannual re:action4Inclusionconference - March 2011.

• Youth Advisory Committee –Provide your thoughts and ideas onhow youth can be supported tobuild communities inclusive of allpeople; be host to a one-dayregional event to promote inclusionin your area; and assist theconference committee with there:action4Inclusion conference.

Young people who want to getengaged are asked to sign up for oneof the committees by contactingLinda White atlinda@communitylivingontario.ca, byJune 27th.

Student advocatingfor brothers’ rights‘I want to teach people that theyneed to get to know people forwho they are and not for thechallenges they may have,’ saysBecky AlvesDeron Hamel – March 30, 2011

ORILLIA, Ont. – Becky Alves has seen heryounger brothers who have autism included andexcluded in the school system. When they’reincluded, Alex, who’s in Grade 10, and Todd, in

Grade 8, thrive, she says. For this reason Becky wants to ensure her brothers areincluded all the time.

Becky, a Grade 12 student at Ingersoll District Collegiate Institute (IDCI), istaking action to make school systems more inclusive so all students can thrive inenvironments where they learn alongside their peers.

As a re:Action 4 Inclusion advisory member at IDCI, Becky and seven of herschoolmates are working to make IDCI’s environment more inclusive for studentswho have a disability.

The message she’s spreading at school is simple: disability doesn’t define aperson. “I want to teach people that they need to get to know people for whothey are and not for the challenges they may have,” Becky tells CommunityLiving Leaders.

When Alex and Todd are included in regular classrooms, other studentsinteract and engage the young men, she says. “But now they’re both in specialeducation classes and it’s totally different,” Becky adds.

With her youngest brother entering IDCI next year, Becky says she’smotivated to change things so Todd will experience inclusion throughout hishigh-school years.

Change, she says, needs to stem from shifts in attitudes about how peopleperceive others who have a disability.

“People like students and staff need to realize that there are options otherthan what is already in place, and I think that everyone needs to be open mindedto the fact that there can be inclusion in schools,” she says.

“Even though (inclusion) is not common at our school right now, it can be inthe future, and they need to be open to that in order to make it happen.”

Community Living Leaders caught up with Becky at re:Action 4 Inclusion’sthird annual youth conference held in Orillia March 25-27. At the conference,which is run by students for students, youths were armed with information fromguest speakers and interactive activities that promote collaboration to help buildinclusive schools and communities.

Despite the current climate in many schools, Becky says she’s seeing positivethings that are giving her hope for the future. Some schools and districts, Beckynotes, are making conscious efforts to become more inclusive.

“And that makes me think that maybe eventually my school can be like thoseones,” she says.Reprinted from Leaders, the online news source of Community Living Ontario.

Becky Alves and her brotherAlex. Becky, an advisorymember of re:Action 4Inclusion at her school, is astrong advocate for creatinginclusive classrooms.

Honouring an inclusive education visionary:A lifelong community living supporter recalls the career of a mentorKristian Partington – February 28, 2011

Donna Marcaccio,executive directorwith RYGIELSupports forCommunity Livingin Hamilton, hadthe pleasure ofworking with therecipient of

Ontario’s 2011 Canadian Associationfor Community Living (CACL) InclusiveEducation Award for more than 35years.

In fact, it was Jim Hansen’sguidance that altered her career pathas a young woman and she sought tohonour her mentor’s legacy bynominating him for the prestigiousaward.

Hansen was relentless in his pursuitfor inclusive education, Marcacciorecalls, and as a young volunteersupporting people who have adisability, she was inspired by hispassion.

Donna Marcaccio

mentor in her field and is often invitedto attend seminars to promote newinitiatives and practices.

To Ms. Hughes, the development ofthe whole child is key to ensuring theirsuccess. It is for this that MoniqueHughes was presented with theNational Inclusive Education Award.

Photo: Hon Jody Carr, NB Ministerof Education, Monique Hughes,Marlene Munn, NBACL President andLt. Gov. Graydon Nicholas.

Monique Hughes’ motto is “Childrenneed to be happy, safe and

learning.” Ms. Hughes is a Resourceteacher at Centennial ElementarySchool in Saint John.

Her nominator and Principal TinaEstabrooks, says that Ms. Hughes,“Personifies inclusive practices at alltimes and in all aspects of her work.”

80% of students who attendCentennial Elementary live in lowincome homes. In addition to this,there are many students who strugglewith a variety of challenges, which, dueto their personal circumstances, do notreceive the proper diagnosis. Many ofthe school’s population are alsotransient and it is common for thesenew students to arrive at the schoolwithout any information regarding theirneeds and abilities.

This may seem rather daunting to

Resource Teacher Monique Hugheswins Inclusive Teacher Award

any teacher, but not to MoniqueHughes. She is the first person to greateach new student. She ensures thatshe, along with administration, and theclassroom teacher are quickly and fullyaware of the child’s academic andsocial aptitude and she moves quicklyto develop a plan to ensure that thestudent feels secure and has success.

She regularly visits their classroomand works closely with families andteachers to ensure that the studentfeels welcome and included.

Ms. Hughes belief that, “studentsmust experience success to want tosucceed,” is the underpinning of thelearning plans that she develops forher students. She is committed toactivities and programs that helpensure that all of her students aregiven the same opportunities tosucceed. Ms. Hughes is also seen as a

Monique Hughes and Marlene Munn,NBACL President.

says. People would move to the area sothey could involve their children in hisboard and eventually, people wouldtravel there from across the globe tosee how inclusion changed lives.

There was opposition in the earlydays, she remembers, “but he wasnever defeated by it,” and he was neverafraid to admit that he needed help. Hecalled upon the best minds in the fieldfor support and amassed a small armyof people to take up the call whennecessary.

Though Hansen paved the way forinclusive education, Marcaccio warns itshould never be taken for granted. Herhope is that by honouring her mentor,whom she agrees is a true pioneer, theCACL can keep the message alive thatinclusion is a gift for everyone.Reprinted from Leaders, the online newssource of Community Living Ontario.

Hansen is a retired superintendentwith the Hamilton-Wentworth DistrictCatholic School board. When he beganhis crusade four decades ago to helpone little girl and her family find aplace within a community school, therewas no precedent for such action.

But he saw the family’s desire forinclusion and wouldn’t take no for ananswer.

“I remember sitting in his officewith parents and he would say tothem, ‘If that’s what you want, we’re‘gonna make it work,’” says Marcaccio.“That was his mindset — wherethere’s a will there’s a way.”

She says his passion was infectiousand he was able to impart his missionto peers throughout the board becausehe carried about him a sense oftrustworthiness. In his professionallife, she says, he engaged people andthey caught the same fire withinthemselves.

His model spread throughoutthe province and beyond, she