an update on inclusive educationeducation watch:

Volume 3, Issue 2 – Summer 2011

David Mitchell, a former Professor ofEducation at the University of

Waikato in Hamilton New Zealand, andnow with the College of Education,University of Canterbury completed thestudy in July 2010. It is called Educationthat fits: Review of international trendsin the education of students withspecial educational needs. The purposeof the review is to outline internationaltrends in the education of students withspecial educational needs, with the aimof informing the New Zealand Ministry ofEducation’s review of special education.

Professor Mitchell observes that: Howbest to educate students with specialeducational needs (hereafter referred toas SWSEN) is one of the most dominantand controversial issues confrontingeducators around the world today. It is acomplex and dynamic issue thatdemands careful and systematicanalysis.

A few of the conclusions that emerged are interesting in the Canadian context.

• The education of SWSEN is a complex process with many inter-relatedelements, most of which apply to education in general and some of which arespecific to SWSEN.

• Educational provisions for SWSEN should not be primarily designed to fit thestudent into existing systems, but rather, they should also lead to thosesystems being reformed so as to better accommodate diversity, i.e., educationshould fit the student.

• Inclusive education goes far beyond the physical placement of SWSEN ingeneral classrooms, but requires nothing less than transforming regulareducation by promoting positive school/classroom cultures and structures,together with evidence-based practices.

• Educational policies and practices for SWSEN (indeed all students) should beevidence-driven and data-based, and focused on learning outcomes.

• The rights of SWSEN to a quality education and to be treated with respect anddignity should be honoured.

• (Provincial) … curricula and assessment regimes should be accessible toSWSEN, taking account of the principles of universal design for learning.

• Educational provisions for SWSEN should emphasise prevention and earlyintervention prior to referral for more costly special educational services,through such processes as graduated response to intervention.

• Partnerships with parents should be seen as an essential component ofeducation for such students.

• In order to improve the quality of education for SWSEN, leadership must beexercised throughout the education system, from legislators to schoolprincipals.

For the full report, the website link is:

New Zealand Report Draws onInternational Trends in the Education ofStudents with Special Education Needs

http://www.educationcounts.govt.nz/publications/special_education/education-that-fits-review-of-international-trends-in-the-education-of-students-with-special-educational-needs

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Anetwork ofuniversity

based faculty todiscuss researchrelated toinclusiveeducation policyand practices inNew Brunswickand throughoutCanada. The

members form a “virtual” researchteam and focus on common interestsand themes. While in Fredericton forCongress 2011 – they took theopportunity to meet. New Brunswick’sMinister of Education Hon. Jody Carrmet with the group and shared histhoughts on inclusive education in hisprovince. He agreed to collaboratewhere possible with the networkmembers.

Dr. Jacqueline Specht, University ofWestern Ontario, is the chair of thegroup. She shares the following:

“We can, whenever and wherever

Specht Facilitates Inclusion Group

Front row: Karen Gregory (University of Western Ontario), Dr. Jacqueline Specht (University ofWestern Ontario); Hon Jody Carr; Carla DiGiorgio (University of Prince Edward Island). 2nd Row:Gordon Porter; Tim Loreman (Concordia University College of Alberta); Jennifer Katz (University ofManitoba); Sheila Bennett (Brock University); Scott Thompson (University of Regina); Lynn Aylward(Acadia University); Grace Howell (University of Western Ontario). 3rd Row: Donna McGhie-Richmond (University of Victoria); Gabrielle Young (Memorial University of Newfoundland); TiffanyGallagher (Brock University); John Freeman (Queens University); Paul Sandigan (Bohol Island StateUniversity, Philippines)

we choose, successfully teach allchildren whose schooling is of interestto us. We already know more than weneed in order to do this. Whether we doit must finally depend on how we feelabout the fact that we haven’t done itso far” (Edmonds, 1979)

Many Canadian students withexceptionalities are educated ingeneral education classrooms but maynot be included in academic and socialactivities to the same extent as theirpeers without exceptionalities. Giventhat children who are educated ininclusive settings are in better health,enjoy going to school, progress well inschool, and interact well with peers(Timmons & Wagner, 2010), it isparamount that inclusion is givenpriority in the education community.Research in the area of inclusion isurgently needed in order to provideanswers to questions such as: Whatare the critical elements required tosupport inclusive education? Whatbarriers exist in this regard? Why are

some children in some provincesincluded more than others? And, howcan we best support administratorsand teachers as they endeavour toinclude students with a wide range ofexceptionalities in general educationclassrooms?

Although many Canadian scholarsare involved in research that isdirectly related to inclusion, there isno national voice for research in thisarea at the present time. This Centrewill allow researchers from coast tocoast to form collaborativepartnerships with local schools andcommunity groups in order to developa Canadian understanding ofinclusion. This understanding is vitallyimportant in a country in whicheducation policies and practices areestablished and enacted provincially.By re-searching and disseminatingour findings across Canada andaround the world, we aim to empowerteachers and others with theknowledge they need to be effectivewith all students, including those withexceptional needs.

Dr. Jacqueline Specht

Professors from 10 Canadianuniversities met for a full day ofdiscussion on how to work togetherto advance research into inclusiveeducation in Canada. They wereattending the social sciencesconference Congress 2011 inFredericton. For further informationon their work as a group – contactJacqui Specht at the University ofWestern Ontario.

Academics

Focused on

Inclusive

Education

Gather

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Message from A Parent

We fought for our daughter,Stephanie, to be included in

regular classes from kindergartenonwards and she was the first in ourdistrict 21 years ago to be taught in aregular classroom. We felt that therewould be higher expectations inregular classes and good examples forher to learn to speak and actappropriately. This was born out inspades when she learned to read ingrade two, made friends and wasinvited to children’s birthday parties.Throughout her school career inAlberta, Ontario and Saskatchewan,she was in regular classes studyingacademic subjects alongside herpeers. It was not easy because theschool system could not see thebenefit in her taking academic grade 12courses if she was not going to get aDogwood, or move on into postsecondary education.

However, because of her fullinclusion in the K-12 system Stephaniewas exposed to subjects and ideasthat motivated her to keep learningand more importantly reinforced hercitizenship and right to belong in thesame places as her brother and herneighbours and her classmates. Assuch, Stephanie became one of thefirst students with a developmentaldisability to spearhead the InclusivePost Secondary Education movementin BC.

In 2004 she become a participatoryauditing student at the University ofVictoria where she followed herpassions to learn about leadership,health and education. Naturally, herinclusion in public school instilled inher the right to study alongside otheruniversity students with similar career

interests. Stephanie had her coursework modified and adapted to meet herlearning style and with the appropriateinclusion support she became a fullyparticipating university student.

During her time at UVic she hadseveral summer jobs at her localrecreation center where she wassupported to assist in teachingchildren volleyball, yoga, belly dancing,food bingo and other fun activities. In2009 Stephanie received a Certificateof Completion from the UVic Faculty ofEducation. Once again, our daughtergraduated alongside her classmateswho were also becoming leaders intheir community.

We feel proud of Stephanie forpioneering the way, not only for otherK-12 students, but for being inUniversity courses in the Educationdepartment where future teachers havehad an opportunity to see full inclusionat the post secondary level. If

The day our daughter, Stephanie, came into the world Ipromised her she would never be excluded or segregatedbecause of her disability. I promised her she would haveequal opportunity for the good things in life- things likean education, friends, university, employment and acommunity that looks after one another.

modifications can be successfully donewith university curriculum, surely theycan be done in elementary andsecondary schools

Today our daughter has a job at hercommunity health and wellness store.She is about to join her local district’s‘Healthy Schools’ committee andcontinues to look for roles where shecan contribute her leadership skills.Stephanie is earning enough to enjoysome of the activities she likes to do –cruises, movies, etc.. She has manyfriends and people who recognize herand she leads a very active life. Shedoes not need a program and weenvision her being able to live in herown apartment someday. Herconfidence is growing daily and she is avery positive young woman with a greatsense of humour. Inclusive educationworks from pre-school right through topost secondary. Our daughter’s fulland meaningful life is living proof.

By Sandy Phillips, British Columbia

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NLACL awards two schools and one individualwith the 2011 Inclusive Education Award

Inclusive Education is about how wedevelop our learning environments –

schools, classrooms, programs andactivities so that all students learn andparticipate together. It is based on thefirm belief that all students have valueand can best learn in regularclassrooms, alongside students theirown age. Inclusion means that ourschools help develop positiverelationships and mutual respectbetween all students.

On April 19 Memorial Academy inBotwood was awarded with theInclusive Education award, a nationalaward from the Canadian Associationfor Community Living. Examples ofinclusive practices that happen atMemorial Academy are:• All students are assigned and attend

a regular homeroom.• Providing a late bus run three

afternoons a week to allow studentsthe opportunity to participate inorganized activities.

• Hosting a breakfast program everyday.

• Attempting to maximize the use oftechnology and assistive devices topromote independent learning

• Believing and practicing that “onesize does not fit all” becausechildren do learn differently

• Understanding that all students arethe responsibility of the regular

classroom but that working togetheris essential for the student’s growth

• Having a well-resourced literacyroom to assist teachers

• The stay after 3 pm program forteacher’s professional development

• Engaging families in the grade threequilters day and the grade fourgrandparents day

On June 1 Holy Name of Mary Academyin Lawn was presented the InclusiveEducation award.

Examples of inclusive practices thathappen at Holy Name of Mary Academyare:• All students are given the

opportunity to participate in extra-curricular activities

• Students are supported to learnalongside their peers, in theclassroom

• Teachers are provided collaborationtime during school hours to planlessons

• Strategies such as differentiatedinstruction and co-teaching are beingimplemented

• Expectations of students are highand they are encouraged to worktowards an academic program whichbroadens their opportunities for thefuture

• Guided reading, literature circles,small group instruction, flexibleinstructional resource teacherscheduling, combining classes andcollaboration on tasks are just someof the strategies being used here

• Bullying presentations, classes onstereotypes, gossip-free zoneposters and active learning activitiessuch as math bowling and identitychairs have contributed to theenhancement of an inclusive schoolenvironment

On May 13 Craig Pardy the principal forClarenville Middle School was awardedwith the Inclusive Education award. Itwas very evident by the applicationthat Mr. Pardy understands themeaning of inclusion. To turn the

Staff of Memorial Academy receiving their 2011 Inclusive Education Award.

Sherry Gambin-Walsh, CommunityInclusion Coordinator, NLACL presentsPrincipal Mario Jarvis of Holy Name of MaryAcademy with the 2011 Inclusive EducationAward.

Craig Pardy, principal for Clarenville MiddleSchool, accepts the 2011 InclusiveEducation Award from Sherry Gambin-Walsh, NLACL Community InclusionCoordinator.

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concept of inclusion into reality takes atremendous amount of effort,dedication and cooperation by all staffand students but most important ittakes a very strong leader. Mr. CraigPardy is such a leader.

Examples of inclusive practices thathappen at Clarenville Middle School,under the direction of Principal Mr.Craig Pardy are:• Based on the needs of the child,

children are grouped with theirpeers.

• He constantly challenges himself andthe staff to review their practices toensure that Clarenville Middle Schoolis doing the best that they can for allstudents. The motto “Where ChildrenCome First” is evident of this.

• High expectations are definedrelative to the individual students’capabilities and exceptionalities.

• He believes that all children canachieve and that success is theirgreatest motivator.

• He believes in the uniqueness ofeach student who attends thisschool.

Transition TopTen Questions?

What questions shoulda parent ask whentheir son/daughter isabout to transitionfrom school tocommunity? This aquestion on the minds

of many parents as schooling comes toan end.

Anne Kresta from Winnipeg hasprepared a possible list. Take a lookand see what you think.

Here are some questions that aretop priorities when planning for atransition from school to thecommunity as an adult.

1. When should planning begin?

2. Who should be involved?

3. How can we support ourson/daughter through thisprocess and into adulthood?

4. What do we, as parents, need todo?

5. What are some of the optionsthat are out there for ourconsideration?

6. What is my son/daughtereligible for in terms of supportfrom different service providerswhen they become an adult?

7. Who makes the decision aboutwhich pathway to graduation myson/daughter will take?

8. How long can my son/daughterremain within the educationsystem receiving their supports?

9. How can we, as parents, makesure that our son/daughterremains a part of theircommunity once they graduate?

10. Who is responsible for planningthe transition from school to thecommunity?

• He has promoted the practices ofDifferentiated Instruction,encouraged staff to become wellversed in these practices andprovided teachers with professionaldevelopment opportunities.

• He has embraced the concepts of co-teaching and creative schedulingthus capitalizing on the skill set ofindividual teachers, encouraging oneteacher to be very innovative when itcomes to developing practical andinteresting science labs. These labsare successful at broadening thestudents’ understanding, in a hands-on way, as to how these subject areasrelate to everyday life.

• Mr. Pardy is committed to the journeyof Inclusive Education.

The Newfoundland and LabradorAssociation for Community Living, bypresenting Botwood MemorialAcademy, Holy Name of Mary Academyand Craig Pardy with the 2011 InclusiveEducation Award believes that they willcontinue to make the schoolcommunity a place where all areaccepted and valued members.

2009 Declaration – A ReminderIn 2009 CACL launched the No-excuses website and put forward a declaration oninclusive education.

The declaration begins as follows:Inclusive Education...• fosters a culture of respect and belonging in our schools and communities for all

students, including students with intellectual disabilities;• provides the opportunity to learn about and accept social and cultural diversity;• provides quality education for every student to enhance individual development

and personal growth;• results in students with intellectual and other disabilities having a much greater

chance of improved health status, being involved in their communities,completing high school and going onto post-secondary education, getting a joband having a decent income.It goes on to define "inclusive education" and notes some

thoughts on how we are doing and what is needed to do better. If you missed this at the time, check out the website and

sign on to the declaration. Your support matters. http://www.no-excuses.ca/Declaration/Declaration.html

workshops, through collaborativeprojects, in courses I’ve taken, andeven just by happy happenstance! Inany case, I am proud to share theirprofiles with you, and to tell you —from my perspective — why they aretruly among the most importanteducational leaders at work today.

But before that, here’s a little aboutme, and why I feel it is important towrite this blog. I’ve beensuperintendent of our school districtsince 2003, and in that time I’ve cometo appreciate the tremendousresponsibility we have to educate ourstudents for a world that is facing somany significant challenges. Ourgraduates must be problem solvers,critical thinkers, collaborators andstrong global citizens, and we have anobligation to nurture those talents andtraits while they are in our system.

Vianne Timmons and Maryam Wagnercompleted a very important reportconnecting inclusive education to parentssense of their child’s well-being. Manyparents and advocates have made use ofthe report but it has not been as widelyshared as it could be. Be sure to look atthe report and download the full text aswell as the executive summary – andshare it with others. It has a strongmessage that needs to be heard.

BackgroundSince the 1980s, many children with

disabilities in Canada have attended theirneighbourhood schools with age-appropriate peers. Research exists thatreveals parents’ perceptions of theirchildren’s school In particular, StatisticsCanada’s 2001 Children’s Participationand Activity Limitation Survey (PALS), a

Did you get this report? – if not download it now!

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Asuperintendent of schools hasfeatured inclusive education

advocate Gordon Porter in his blogcalled “SuperPals”. John McLaughlinwrites about people he finds inspiringand interviews them for his blog. Hereis some information about John – andthe link to his blog.

Hello world, and welcome toSuperPals! I am the Superintendent ofSchool District 15 in Dalhousie, NewBrunswick, Canada, and the purpose ofthis project is to introduce you to someof the very fine people I’ve met overthe years who are making a realdifference in shaping Education for thenew millennium. These people, whocome from all corners of the world,work tirelessly to inspire our childrenand youth to be effective leaders inthis 21st Century. Our paths havecrossed at conferences and

John McLaughlin, Superintendent of SchoolDistrict 15, Dalhousie, New Brunswick.

Superintendent Blogs Inclusive EducationCanada’s Gordon Porter

Inclusive Education Knowledge Exchange Initiative: An Analysis of theStatistics Canada Participation and Activity Limitation Survey

post-censal survey of people withdisabilities, has been undertaken. PALSprovides a wealth of information aboutchildren with disabilities in Canada.

The purpose of the “InclusiveEducation Knowledge Exchange Initiative”research project was to assist in creatingan effective knowledge exchange processin order to accommodate a scarcity ofknowledge surrounding inclusiveeducation. Researchers from acrossCanada engaged in an analysis ofStatistics Canada’s 2001 Participationand Activity Limitation Survey to testthe hypothesis that where educationalservices are organized to ensureinclusion, parents are more likely toreport that their children are in goodgeneral health and that their children aredoing well in school.

http://www.cclcca.ca/ccl/Research/FundedResearch/201009TimmonsInclusiveEducation.html

http://superpals.wordpress.com/2011/04/29/superpal-3-gordon-porter/

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As principal of Peacock PrimarySchool, my journey with Inclusive

Education has been a successful onethus far. I will always refer to thischange in thinking as InclusiveEducation and not just Inclusion withmy staff and colleagues. Inclusion onits own is simply incorporatingstudents with disabilities into regularclassrooms in a meaningful andrespectable way. I see InclusiveEducation as an umbrella for manytraits a school should have: inclusionof ALL students, co-teaching teams,differentiated instruction, learningcenters, a welcoming schoolenvironment, positive behaviorsupports, a safe and happy place tobe! It is a school where all children’sneeds are met at their own respectablelevels through a variety ofdifferentiated activities and learningcenters where choice is given in theway learning takes place. It is a schoolwhere children feel safe, ready andable to take new risks in their learningand development to achieve at theirfull potential. It is a school wherechildren feel worth and value for theirefforts. It is a school where everyonedemonstrates a tolerance andacceptance for individual differencesand abilities. It is a school wherechildren learn how to manage choiceand make good life long decisions. AtPeacock Primary School, I feel we are

on our way to becoming this schoolthrough the celebration of differencesand achievements attained by ALLstudents and staff!

Does Inclusive Education make ourschool a better place? How can it not?When you have teacher teamscollaborating together for thebetterment of student learning and aconcentration on choice and learningstyles, it is a recipe for success! Does ithave its challenges? Any recipe ischallenging when you are mixing manyingredients together. No change iseasy, no change is fast, but theoutcome is very beneficial andworthwhile for all teachers andstudents. It takes time, effort andcollaboration to create, understandand implement the vision of InclusiveEducation. All staff has had theopportunity to attend, participate anddiscuss the philosophy and practices ofan Inclusive school. With presenters,workshops and hands on training, staffmembers have broadened theirunderstanding of the variety ofteaching/learning styles that can beimplemented to help students achieve.Teachers have had to change their wayof thinking and instructing, even downto changing classroom management, toaccommodate the needs of all childrenin their classrooms.

All members of our schoolcommunity are to be credited for

making the learning path of each andevery child a successful journey in theiroverall academic, social, and emotionalgrowth. All staff members are teamplayers with the same goals. Teachingand learning is more meaningful,engaging and fun through an InclusiveEducation approach. As I roam aroundthe building popping in and out ofclassrooms, I have seen so manysmiling, engaged, and happy learners.They enjoy their group work whichallows them the choice of activitywhich enhances their learning styleand a chance to build bonds withclassmates. These engaged childrenhave taken on a new way of learningthat continues to develop generallearning skills that will enable them tobecome life long learners.

I feel the staff at Peacock PrimarySchool has created a very welcomingenvironment for the children andparents of our community. Ourunderstanding and implementation ofInclusive Education continues to groweach day, as each individual follows therecipe in their own unique and creativeways. As our journey continues, I knowwe will continue to grow and learnwhile facing new challenges. Thechildren’s overall growth anddevelopment will continue to flourishallowing them to become the best theycan be!

Labrador Principal

“Inclusion Works”Sandra Broomfield, Principal, Peacock Primary School, Happy Valley, Labrador

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Inclusion ControversyHeats Up in Britain

Last year’s election ofDavid Cameron as the UK’sPrime Minister has led toa bitter dispute overeducation policy in thatcountry. A long traditionof special schools wasgradually being reduced during theLabour Government.

Special schools closed as a policyof greater inclusion of children withdisabilities developed. Even so, manyparents experienced many obstacles toget their children into mainstreamschools. Critics said that there wasindeed a move to more inclusion but itwas not properly supported withresources.

Even so, the Conservatives seemedto think things had gone too far andpromised to reverse what they saw as“bias for inclusion”.

The 2010 Conservative Partymanifesto states: "The mostvulnerable children deserve the veryhighest quality of care, so we will call amoratorium on the ideologically-drivenclosure of special schools.

Mr Cameron, whose disabled sonIvan died in 2009, said that as theparent of a disabled child himself, hewas "passionate" about helpingparents get the education that wasright for them. He said he would makeit easier for parents to get what wasright for their child, be it inclusion inmainstream schools or a special schooleducation.

Obama Advisor SuggestsCaution to UK Policy

The UK Government of DavidCameron’s plans to overhaul thespecial educational needs (SEN)system could lead to vulnerablechildren being segregated and deniedopportunities, according to an adviserto Barack Obama.

Ari Ne'eman urged caution over theCoalition's plans to end the "bias

and support in mainstream schools andgiving teachers the right training. Whenthat happens it leads to less bullyingand social exclusion." Source: TES London, June 2011

What the Advocates forInclusion in the UK Say –

David Cameron has acted on histhreat to “Reverse the bias towardsinclusion” for disabled children andother children who need extra help atschool. The Governments green paper“Support and Aspiration: A NewApproach to Special Educational Needsand Disability” is based entirely on themedical model of disability and willpush back all the progress for whichdisabled people have struggled over thelast 20 years. These proposals include:• Creating many more special school

places • Removing the right of children to a

legally enforceable ‘Statement ofSpecial Educational Needs’

• Re-introducing the infamous caveatsin the law which allow localauthorities to forcibly segregatedisabled children

• Allow many more schools to opt out oflocal authority control (andcentralised services which supportinclusion)

• Put parents in control of theirchildren’s financial resources untilthey are 25 years old This is in the context of a massive cut

back in the rights and resources beingmade available to disabled people andtheir families.Source: http://www.dpac.uk.net/

towards inclusion" and said all pupilsdeserve the right to attend a

mainstream school. Mr Ne'eman,who was appointed to the US

National Council on Disabilityby President Obama, made hiscomment on a visit to the UK

to meet politicians and autismcampaigners.

United Kingdom Children'sminister Sarah Teather proposedreforms to the SEN system earlier thisyear in a green paper, includingsafeguards to protect special schools.She wants to end the "bias" towardsincluding SEN children in mainstreamrather than special schools.

Mr. Ne'eman, whois on the autisticspectrum and is thefounding president ofthe Autistic SelfAdvocacy Network,said: "I attended aspecial school for part

of my education, and there was aregrettable culture of low expectations.

"If I had stayed there I wouldn'thave gone to college. There wasnothing particularly special about me, Ijust had the opportunity to go to adifferent school and I was includedthere with the right support.

"I know about the debate aboutinclusion here. British educationalpolicy must be decided by Britishpeople, and this is a debate for peoplein this country, but a lot of people tryto argue inclusion doesn't work for allkinds of students.

"I find that's because they've notreally tried it properly, putting services

International Perspectives on Inclusive Education

Ari Ne’eman

Contact us through our website: www.inclusiveeducation.caor by email: InclusiveEducation@cacl.ca

Please send us information, comments or feedback.

ACKNOWLEDGEMENTSThis project is funded in part by the Government of Canada's Social

Development Partnerships Program Disability component. The opinions andinterpretations in this publication are those of the author and do not

necessarily reflect those of the Government of Canada.