INCLUSIVE EDUCATION – Newfoundland & Labrador ACL

Long-term outcomes

Project activities

ON School Culture Initiative

delivered to one school

board

ID and sharing of best

practices at district

level

Provincial forumon Inclusive Education

Conduct regional focus groups with

stakeholders

Outputs & Actions:(changes to resources, practices, relation-ships)

Short-term outcomes (changes knowledge, attitudes, skills, participation, etc)

Inclusion is the norm in classrooms, schools, and post-secondary education across the province

Broad public support for inclusive education – early childhood through to post-secondary

Elimination of segregation and special education classes as the primary place of

instruction for students with disabilities

Who: IE Itinerants, selected schoolsWhen: completed (date)Actions: Gather best IE practices from 4 schools, present at forum.Data: Itinerant reports.

1. Increaed knowledge of

FG group participants re: IE principles, policies, and

practice

Partnership with Facutly of Eduction for revision of

Special Education Curriculum (e.g. course

development)

IE workshops for Student Educators

Partnerships with NL Teachers Associaion (e.g, to

deliver in-service training)

Create and

circulate aNational

Review of IE policy

Who: NLACL, parents, educators, boards, DofE, HRLE ( & Min), Health Comm serivces, NLTA, Fac of Ed., Educ. students, student support specialists, Itinerants, CLO (tot. 38), When: Mar. 28-29, 2007.Actions: Present history of & current policy, strategies for IE, presentations.Data: # & description of attendees, indicators of future engagement & capacity (e.g., request), resources distributed, forum feedback

Partnerships with CONA, promoting supportive services for post-secondary students.

Subsequent knowledge & skill-based outcomes

1. Increased knowledge / awareness of IE

principles & practice among participants

3. Sharing of

information from forum to others

2. Greater participation of other boards in ISC orientation

3. Implementation of ISC; expansion

of Labrador

Create Inclusive Education

Working Group

Create 4 regional

partnership

committees

Who: Reps. from Dept. of Ed., CONA, NLACL.When: Monthly meetings (sep-mar. 06-07)Actions: Create strategic workplan, guidance for focus group methods & content, forum content.Data: # of meetings, attendance, meeting actions, strategic plan.

Draft and circulate

policy paper on Inclusive Education

Who: NLACLWhen: completed (date) Action:• prepare cross-canada review• distribute @ Nat. IE forum, prov. forum, CACL, all CI projects, NB dept. of ed., IE website.

Who: NLACL & partnersWhen: completed (date)Actions:• Prepare policy paper w/ vision of IE, experiences in NL, & recommendations• Distribute to networks; make available onlineData: # of copies sent, requested, downloaded, etc.

Who: Comm. Liv. Ontario, 1Lab. school board.When: Sept. 2006Actions: Deliver to one board, present process at prov. forum Data: see ON model.

Engage w/ Dept of Education and Boards re: policy development & implementation

Who: NLACL, Min. of Ed., ADMWhen: Upon policy paper completion & after IE forum.When: Ongoing.Actions: presentation dialogue w/ minister, ADM. Link issue to FPT group.Data: record of meeting discussion, policy opportunities, barriers, next steps.

4. Greater engagement &

action by decision-makers

on special education related

policy

5. Creation & revision of

policies that support IE

Disseminate special education

policy & news

7. Increased participation& sharing in electronic learning

community

Who: website users, CI & IE networks.When: Ongoing.Actions: distribute newsletters, update website w/ policy news; set up & moderate topical listservData: # newsletters, distribution, activity on listserv (#, to whom, topics posted, discussed) - e.g, MHAs

6. Increased general

awareness of IE issues

Who: Parents & educators When: Fall-Winter 06-07Actions: • Presentation of past & current special ed. policy, context, challenges.• Discussion of experiences, current practices, ideal policy, gaps, strategies.• Summary report to IE working group NLACL & participants. • Participants added to “electronic learning community”.• Findings used to form policy position paper. Data: # of people, description, participant feedback re: meetings, distribution of report, use of report by IE committee.

2. Greater engagement in IE issues & practices

Subsequent changes to IE policy and practice

Potential new

partnerships, training, &

action

Limit of 2007-2008 project activities

Partner with all disability organizations to get

consensus on policy position

Who: Itinerants, emp agencies, family networks, local ACLs.When: prior to focus groups. Actions: With NLACL, set purpose & goals of focus groups, organized & promoted, addressed barriers to participationData: committee membership & actions.

Policy & Best Practices - Development PhasePolicy & Best Practices - Engagement Phase

GOALS

Community Inclusion:Promising Practices in Systems

Change

National Partners Meeting OttawaApril 25th, 2008

Today’s Presentation – Some ContextToday’s Presentation – Some Context

Don and Michael caught me off guard and asked me to Don and Michael caught me off guard and asked me to present about 36 hours ago. But they’re really neat present about 36 hours ago. But they’re really neat guys, so I said okay.guys, so I said okay.

We recently wrote and submitted a report on “sector We recently wrote and submitted a report on “sector level” learnings on the Community Inclusion initiative.level” learnings on the Community Inclusion initiative.

Last time we met in November, we discussed our Last time we met in November, we discussed our overalloverall learnings about systems change – things we learnings about systems change – things we learned that seemed to apply across all your work.learned that seemed to apply across all your work.

Today I will talk about what we found that was Today I will talk about what we found that was uniqueunique to the priority sectors in terms of systems change.to the priority sectors in terms of systems change.

There will be no clever metaphors regarding my There will be no clever metaphors regarding my wedding.wedding.

Overall LearningsOverall Learnings

We were able to pull out many promising practices and We were able to pull out many promising practices and lessons learned in reference to…lessons learned in reference to…

Policy Development & Engagement Policy Development & Engagement Community Capacity BuildingCommunity Capacity Building

Strategic PartnershipsStrategic Partnerships Family Workshops, Information Sessions, and Networking Family Workshops, Information Sessions, and Networking Organizational Training Organizational Training

Public Awareness & DialoguePublic Awareness & Dialogue Knowledge NetworkingKnowledge Networking Research to support all these effortsResearch to support all these efforts

These are the main mechanisms of systems change that roughly These are the main mechanisms of systems change that roughly capture all your work capture all your work acrossacross all the priority sectors. all the priority sectors.

Unique Learnings by SectorUnique Learnings by Sector

Are there Are there uniqueunique lessons within the work related to….? lessons within the work related to….?

Inclusive EducationInclusive Education Income and EmploymentIncome and Employment Family & Disability Supports (incl. Housing)Family & Disability Supports (incl. Housing) DeinstitutionalizationDeinstitutionalization Community Life & CapacityCommunity Life & Capacity

Short answerShort answer: : Yes, sometimes. But I got the sense that our most Yes, sometimes. But I got the sense that our most

important learnings were usually relevant to all the important learnings were usually relevant to all the sectors.sectors.

However, there were some important sector-level ideas However, there were some important sector-level ideas that should be discussed. that should be discussed.

Inclusive EducationInclusive Education

Translating values to practiceTranslating values to practice There has been a great shift from advocating for There has been a great shift from advocating for

inclusion against schools (teachers, boards, government) inclusion against schools (teachers, boards, government) to advocating for inclusion with schools, as full partners.to advocating for inclusion with schools, as full partners.

The shift is linked to what ACLs can bring to the The shift is linked to what ACLs can bring to the partnership – the skills, strategies, training that teachers partnership – the skills, strategies, training that teachers need to have inclusive classrooms. need to have inclusive classrooms.

These partnerships also seem to be leading to These partnerships also seem to be leading to opportunities for “demonstration schools”, where inclusive opportunities for “demonstration schools”, where inclusive practices can be showcased.practices can be showcased.

Inclusive EducationInclusive EducationA Focus on the Organizational Cultures of Schools:A Focus on the Organizational Cultures of Schools:

A lot of inclusion initiatives and training are going on. A lot of inclusion initiatives and training are going on. ACLs need to make decisions:ACLs need to make decisions: Do we try to reach as many teachers in the district as we can?Do we try to reach as many teachers in the district as we can? Or do we try to ensure that as many teachers within individual Or do we try to ensure that as many teachers within individual

schools are reached?schools are reached? You might think the first, the “widest reach”, is the best You might think the first, the “widest reach”, is the best

b/c it “feels more systemic”. It may also be a preference b/c it “feels more systemic”. It may also be a preference of board or district partners.of board or district partners.

A lesson learned is that schools are more likely to A lesson learned is that schools are more likely to become inclusive if the school culture shifts. That shift is become inclusive if the school culture shifts. That shift is unlikely to happen unless many teachers of a school are unlikely to happen unless many teachers of a school are involved.involved.

It also means that training should be “in context”.It also means that training should be “in context”.

Inclusive EducationInclusive Education

Diversity as a lens, not disabilityDiversity as a lens, not disability

Initiatives that promote and support diversity, which Initiatives that promote and support diversity, which includes disabilities, are more politically attractive than includes disabilities, are more politically attractive than disability focused initiatives. Otherwise, you can be disability focused initiatives. Otherwise, you can be dismissed as “special interest”. dismissed as “special interest”.

Requires a balancing act. Staff must be knowledgeable Requires a balancing act. Staff must be knowledgeable about multiple issues of diversity and how to translate about multiple issues of diversity and how to translate them, while ensuring disability issues are not lost.them, while ensuring disability issues are not lost.

Inclusive EducationInclusive Education

Inclusive education in high schools is a gapInclusive education in high schools is a gap

This is an example where an ACLs can trailblaze for other This is an example where an ACLs can trailblaze for other provinces (e.g., New Brunswick).provinces (e.g., New Brunswick).

A different context:A different context: In elementary years, you teach kids; in high school years, you In elementary years, you teach kids; in high school years, you

teach courses.teach courses. A greater shift towards individual graded performances.A greater shift towards individual graded performances. Course focus means inconsistent classroom contexts (teachers, Course focus means inconsistent classroom contexts (teachers,

students, environment).students, environment). Based on how high schools are structured, much greater threat of Based on how high schools are structured, much greater threat of

systematic exclusion.systematic exclusion. Much to learn about system change, but perhaps the greatest Much to learn about system change, but perhaps the greatest

source of support is the youth themselves. In fact, it may be source of support is the youth themselves. In fact, it may be that the youth have demonstrate to teachers that exclusion is that the youth have demonstrate to teachers that exclusion is unacceptable. unacceptable.

Income & EmploymentIncome & Employment

Two main areas to change:Two main areas to change:

1.1. Policy re: Disability Income SupportPolicy re: Disability Income Support2.2. Employment Access and OpportunitiesEmployment Access and Opportunities

#1 is closer to what we call a system – policies & #1 is closer to what we call a system – policies & legislation determine the nature of benefits and legislation determine the nature of benefits and support.support.

#2 is not really a system at all. It is a massive #2 is not really a system at all. It is a massive collection of private interests. Difficult to change.collection of private interests. Difficult to change.

This means that systems change should target This means that systems change should target government policies, including in ways that put government policies, including in ways that put pressure on private organizations.pressure on private organizations.

Income & EmploymentIncome & Employment

Poverty is a shared issue by many many groups, so Poverty is a shared issue by many many groups, so coalitions and partnerships are central to success.coalitions and partnerships are central to success.

Collaboration on research and policy positions about Collaboration on research and policy positions about removing disability income support from welfare removing disability income support from welfare support.support.

Link income support policy to removing disincentives Link income support policy to removing disincentives to work. Employment can actually put people at to work. Employment can actually put people at financial risk.financial risk.

Developing policies that create incentives for Developing policies that create incentives for employers to hire people with disabilities.employers to hire people with disabilities.

This focus does not remove the need to continue the This focus does not remove the need to continue the great work on direct support to individuals to develop great work on direct support to individuals to develop employment skills, opportunities, collectives, etc.employment skills, opportunities, collectives, etc.

Family and Disability SupportsFamily and Disability Supports

Very few unique learnings to the “Family and Disability Very few unique learnings to the “Family and Disability Supports Supports SectorSector” because…” because…

……Family and Disability Supports isn’t really a “sector”. Family and Disability Supports isn’t really a “sector”.

ACLs are working in this area if they are supporting ACLs are working in this area if they are supporting supporting and organizing families directly, or working supporting and organizing families directly, or working with other organizations to impact policies, practices, with other organizations to impact policies, practices, and structures (systems) that ultimately will be and structures (systems) that ultimately will be supportive of families. supportive of families.

The actual sectors are quite wide ranging. ACLs are pursuing family The actual sectors are quite wide ranging. ACLs are pursuing family and disability support in areas such as:and disability support in areas such as:

Family respite supportsFamily respite supports Family and children services for immigrant & refugee familiesFamily and children services for immigrant & refugee families Early childhood learning and careEarly childhood learning and care Supported living optionsSupported living options Legislation regarding inclusive education and dispute resolutionLegislation regarding inclusive education and dispute resolution Personal support networksPersonal support networks Health and dental careHealth and dental care The judicial systemThe judicial system A wide range of parenting skills and strategies (e.g., in reference to A wide range of parenting skills and strategies (e.g., in reference to

children with FASD).children with FASD).

So, lots of unique and interesting stuff, but the promising practices do So, lots of unique and interesting stuff, but the promising practices do not hang together as a sector.not hang together as a sector.

Family and Disability SupportsFamily and Disability Supports

In complex areas of work, cross-sectoral In complex areas of work, cross-sectoral partnerships are crucial.partnerships are crucial.

The level of strategic partnerships was impressive The level of strategic partnerships was impressive

This goes back to our general findings about what This goes back to our general findings about what makes partnerships effectve.makes partnerships effectve.

Family and Disability SupportsFamily and Disability Supports

DeinstitutionalizationDeinstitutionalization Of all the sectors, this is most clearly a rights-based Of all the sectors, this is most clearly a rights-based

sector…systems sector…systems shouldshould change on the basis of observing change on the basis of observing human rights and dignity.human rights and dignity.

Many gains have been made over the years, many Many gains have been made over the years, many institutions have closed. Some setbacks have occurred in institutions have closed. Some setbacks have occurred in some placessome places

A complex sector because closures demand intensive A complex sector because closures demand intensive community development (e.g., housing). community development (e.g., housing).

A unique sector because it demands the A unique sector because it demands the removal removal of a of a system. Promising practices in partnerships are already system. Promising practices in partnerships are already questionable – you can’t partner with the institutions that questionable – you can’t partner with the institutions that you hope to close.you hope to close.

System changes relies heavily on telling the stories and System changes relies heavily on telling the stories and experiences of the institionalized and the success of experiences of the institionalized and the success of community living. community living.

DeinstitutionalizationDeinstitutionalization Phased approached seemed common – setting shorter-term Phased approached seemed common – setting shorter-term

policy benchmarks:policy benchmarks: no new institutionsno new institutions no new admissionsno new admissions predetermined number of people transitioning out over time.predetermined number of people transitioning out over time.

In a much better position to push for change because of the In a much better position to push for change because of the “regional comparisons” factor. Institutions have closed “regional comparisons” factor. Institutions have closed elsewhere and information is available, or can be collected, on:elsewhere and information is available, or can be collected, on: successful community livingsuccessful community living quality of lifequality of life cost-benefitscost-benefits

A huge role for ACLs is being part of action planning for A huge role for ACLs is being part of action planning for community supportscommunity supports

An ongoing threat is the replacement of large institutions with An ongoing threat is the replacement of large institutions with smaller “quasi-institutions”. smaller “quasi-institutions”.

Community Life & CapacityCommunity Life & Capacity

In this sector, we only worked with the Yukon, who have focused In this sector, we only worked with the Yukon, who have focused on inclusion in the Arts and Sports & Recreation; and also on inclusion in the Arts and Sports & Recreation; and also addressing both of those in the schools.addressing both of those in the schools.

LessonsLessons:: Sports, Recreation, and the Arts provide much greater Sports, Recreation, and the Arts provide much greater

opportunities to opportunities to model inclusionmodel inclusion, to really show it first hand , to really show it first hand and often to a large cross-section of people; without having to and often to a large cross-section of people; without having to make big system changes to begin with!make big system changes to begin with!

Many public organizations have an inclusion mandate, but Many public organizations have an inclusion mandate, but don’t know how to proceed. A small ACL can have a huge don’t know how to proceed. A small ACL can have a huge impact on multiple organizations in a sustainable way.impact on multiple organizations in a sustainable way.

This is systems change from the “bottom up”, by conecting This is systems change from the “bottom up”, by conecting with champions and showing what can be done – inclusion is with champions and showing what can be done – inclusion is directly observed, rather than “read about”.directly observed, rather than “read about”.

Next Steps in Community InclusionNext Steps in Community Inclusion

A three pronged approach is being suggested for the long A three pronged approach is being suggested for the long term future:term future:

1.1. Continue and expand the existing work on systems Continue and expand the existing work on systems change. Capitalize on what has been done on the past change. Capitalize on what has been done on the past to provide a rationale for future initiatives.to provide a rationale for future initiatives.

2.2. Get back into community contexts of past initiatives. If Get back into community contexts of past initiatives. If there are places where influence has waned, it needs to there are places where influence has waned, it needs to be rekindled.be rekindled.

3.3. Begin to move towards more “demonstration projects” – Begin to move towards more “demonstration projects” – examples of policy in practice as a way to “show examples of policy in practice as a way to “show inclusion”inclusion”

Next Steps in Evaluation SupportNext Steps in Evaluation Support

We will be continuing our support to March 2009 to the P/Ts.We will be continuing our support to March 2009 to the P/Ts.

Within our general proposal, some ideas include:Within our general proposal, some ideas include: Expansion of existing models; creation of new ones.Expansion of existing models; creation of new ones. More emphasis this year on collecting key data on More emphasis this year on collecting key data on

systems change (tracking what you did and the key systems change (tracking what you did and the key outcomes expected to follow).outcomes expected to follow).

Custom support for evaluation design and Custom support for evaluation design and implementation. Together coming up with some implementation. Together coming up with some innovative ways to measure 2 or 3 things really well.innovative ways to measure 2 or 3 things really well.

Support in the context of what is happening nationally – Support in the context of what is happening nationally – would like to keep the P/Ts connected in their evaluation would like to keep the P/Ts connected in their evaluation work in some capacity.work in some capacity.