Education

from the Ontario Coalition for Inclusive Education

Inclusive Education means respect and support
for individual students … and their teachers

These are difficult times in Ontario schools; opportunities vary throughout the province, especially for students with disabilities. But a new school year provides a fresh chance for better educational outcomes for all. The Coalition for Inclusive Education is benefiting from Trillium Foundation funding to help families plan better education for their sons and daughters who have disabilities.

By law, all students deemed to be “exceptional” are entitled to whatever support they require to learn as members of regular classrooms in their neighbourhood schools - right where they belong. Schools must consult with parents and older students to prepare an Individual Education Plan (IEP) that sets the highest possible academic and social goals and commits to the supports each student requires for success. It is important that this plan promotes student strengths, relates to the classroom curriculum as closely as possible, and brings help quickly to the classroom teacher to modify instruction so that all of the students learn together.

The Ontario Coalition for Inclusive Education connects thousands of members, among 10 organizations. It has inspired unprecedented partnerships with schools across Ontario, Faculties of Education, Ontario’s Ministry of Education, Human Resource Development Canada, the College of Teachers, teacher federations, and community groups. Since 1995, people with disabilities, families, friends, students, advocates, and educators have worked together on 4 projects, across Ontario.

It is so important to communicate clearly what we mean by inclusive education. The strategies and supports we promote are those that enable ALL students to learn together, as members of regular classrooms, contributing to their own neighbourhood schools. The 2000 World Education Forum stated that inclusive schools “encourage the highest achievement of all learners”. The following definition from the Angelman’s Syndrome web site provides wonderful inspiration:

“Inclusion is a fundamental belief that considers each person an important, accepted member of the school and community. Inclusion is characterized by an attitude of problem solving to discover what is possible… not placing blame, getting stuck or giving up. Inclusion is ‘solution-oriented’. Inclusion means all school staff, students and parents work together as a team in partnership - not in isolation. Inclusion is something that changes over time - it is a series of small adjustments, not just a replicated model. Inclusion creates opportunities for people to learn together!”

The Coalition’s Project is timely because the Ministry of Education last year established IEP Standards, which encourage that collaboration and promote those opportunities. IEPs should not be computer-generated pre-judgments; they should help teachers get to know their students as individuals. It is wrong to base special education planning and funding upon the documentation of student failure. Imagine yourself applying for a job or meeting new people - how awful it would be to be introduced in terms of your 3 biggest problems! Parents can refuse consent for psychological assessments (whereby IQ scores can misrepresent and mislead) and can refuse to release medical diagnostic information (which was never meant to prescribe educational programming). Parents should instead help the school to understand and capitalize upon their child’s strengths, and make best use of available funding.

In these days of conflicting interests and changing priorities, the Ministry of Education says an IEP is a written commitment. It promises those human resources, teaching strategies and/or accommodations, and individualized equipment a student requires for success. The Coalition can help families clarify this. Who are the people, and exactly how will they help? Teachers, educational assistants and professional services may be needed. But will students be encouraged to help one another? What about technology - not just for mobility and communication needs but to maximize literacy? Is staff time freed up for meeting and planning? What’s “special” about the teaching? The Coalition has learned from New Brunswick, which has no segregated special education placements. We share ideas from New Hampshire schools, who view secondary school reform as individualized, not standardized. Students will not all have the same objectives, but they can still learn together within the Ontario curriculum. People with disabilities tell the Coalition how they suffered in the past from low expectations. IEPs should create a better future, encourage students to do their very best, and support them right in the heart of our communities. An IEP should provide a better way to evaluate student success. Each IEP should contribute to school change - to better welcome, accommodate and celebrate individual differences.

Students returning to school feel both peer pressure and peer support… we hope their school staff and families will also take some chances and benefit from new relationships! The Ontario Coalition for Inclusive Education will be active throughout Ontario this school year, bringing together everyone involved, to learn about better Individual Education Planning. We are all in this together.

For more information, questions or comments please contact:

Ontario Coalition for Inclusive Education

The LAW, PLANNING and FUNDING - to promote INCLUSIVE EDUCATION (June 2001) is a very informative booklet also available by contacting OCIE for your copy.

The Compass is a publication of

Family Alliance Ontario
c/o Hamilton Family Network
22 Leeming Street
Hamilton, ON Canada L8L 5T3

Please submit articles or comments to:
Editor of The Compass

The Compass reserves the right to refuse any material.