an update on inclusive educationeducation watch:

Volume 4, Issue 2 – Fall 2012

Continued on page 3

Teaching To Diversity

In her book Teaching to Diversity,Dr. Jennifer Katz synthesizes theresearch, and 16 years

experience of teaching in inclusiveclassrooms and schools, to provideanswers to several questions:

How do I make inclusion workfor ALL students?

What are the foundational bestpractices of a truly inclusivelearning community?

How does one create such acommunity?

The author pulls together, in anorganized way, a three-block modelof universal design for learning(UDL) and suggests a step by stepapproach for implementing it. Thisframework includes:

Block One, Social andEmotional Learning: details waysto build compassionate learningcommunities (K–12) in which all

The Three-Block Model ofUniversal Design for LearningBy Jennifer KatzForeword by Faye Brownlie

The three-block model ofuniversal design for learning fillsthe gap between the theory ofinclusive education and theclassroom. Katz pulls criticalhow-to-teach ideas (e.g.,multiple intelligences,differentiation, essentiallearning outcomes, co-teaching)into one understandable, usablepackage. Classroom teachersand their support teams cantake these ideas directly to thejob of designing andimplementing instruction thatworks for all students – bothsocially and academically.

John VanWalleghem, PhDAdjunct Professor, University of Manitoba

students feel safe and valued, anddevelop a positive self-concept,sense of belonging, and respect fordiverse others.

Block Two, InclusiveInstructional Practice: includes aframework for planning units fromK–12, and explains instructionaland management practices forteaching, assessing, grading, andreporting in UDL Classrooms.

Block Three, Systems andStructures: suggests strategies forcreating inclusive learningcommunities, and explores ways inwhich resource teachers, studentservices personnel, and schooladministrators can support andcreate socially and academicallyinclusive schools and classrooms.

The three-block model of UDLcan empower educators with theknowledge, skills, and confidence

2

The Manitoba Alliance forUniversal Design for Learningis an organization/think tank

of people in Manitoba involved ininclusive education and promotingthe Three-Block Model of UDL as ameans to achieving socially andacademically inclusive schools. Inher book, Teaching to Diversity,Katz describes a step by stepprocess for schools and teachers tosupport the implementation ofevidence based practices ininclusive education.

Well on the way to securingrepresentation of three provincialuniversities (Brandon University,University of Manitoba andUniversity of Winnipeg), ManitobaTeachers’ Society, ManitobaEducation, Council of SchoolLeaders, Manitoba Association ofSchool Superintendents,community groups, and all theschool divisions involved as acollaborative endeavour, MAUDeL,and its founder, Dr. Jennifer Katz, ispresenting a comprehensive andcohesive framework for moving theinclusive education agenda forwardin Manitoba!

Recently, the Canadian Centrefor Research on Inclusive Educationadopted the Three-Block Model asa framework for promotinginclusive education on a nationalscale. The CCRIE applied to thefederal government for a SSHRCpartnership grant to conductresearch and education. A letter ofintent endorsing the conceptbehind this research grant wasaccepted and further work securing

this multi-million dollar grant isunderway. The NCRIE is nowlooking to meet with all of thepartner groups across Canada toput together the full grantapplication.

It is exciting to see inclusiveeducation move beyond theinclusion of students withintellectual disabilities and addressthe fundamental social justiceimplications of inclusion for allstudents in the school community.Lessons learned are beinggeneralized and schoolcommunities across Manitoba arebeing challenged to move forwardand adopt a universal design modelfor implementing change.

Manitoba’s Lord Selkirk SchoolDivision has formally adopted theUDL model. In a recentpresentation on “RespectingDiversity and The Three-BlockModel of Universal Design forLearning,” Arlene Beresford,Assistant Director of StudentServices, and Trish Glass, Directorof Student Services described thework that they have been doingwithin the school division and howthe school division will be applyingRD and UDL in all of its schools inthe coming years.

They showed how UDL shifts oldassumptions about teaching andlearning in fundamental ways: • Students with disabilities fall

along a continuum of learnerdifferences rather thanconstituting a separate category.

• Teacher adjustments for learnerdifferences should occur for all

students, not just those withdisabilities.

• Curriculum materials should bevaried and diverse, rather thancentering on a single, commonresource.

• Instead of remediating studentsso that they can learn from a setcurriculum, curriculum shouldbe made flexible to accommo -date learner differences.

They went on to describeinstructional practices that willpromote these as:• Learning communities – Adopt

practices that reflect high valueswith respect to both diversityand inclusiveness.

• Interaction – Encourage regularand effective interactionsamongst students, and betweenstudents and the instructor andensure that communicationmethods are accessible to allparticipants.

• Physical environments andproducts – Ensure that facilities,activities, materials, andequipment are physicallyaccessible to and usable by allstudents, and that all potentialstudent characteristics areaddressed in safetyconsiderations.

• Instructional Standards –maintain high expectations forALL learners, and providesupports to help them reachthese standards.

• Delivery methods – Usemultiple, accessibleinstructional methods that areaccessible to all learners.

Manitoba Alliance for Universal Designfor Learning (MAUDeL)

Manitoba Update

3

• Information resources andtechnology – Ensure that coursematerials, notes, and otherinformation resources areengaging, flexible, andaccessible for all students.

• Feedback – Provide specificfeedback on a regular basis.

• Assessment – Regularly assessstudent progress using multipleaccessible methods and tools,

and adjust instructionaccordingly. Momentum is building in

Manitoba! We look forward toseeing a more generalized uptakeof these concepts and a betterappreciation for the richness thatour classrooms and schoolspossess when all of their studentsare included and supported in theirlearning experiences.

With the help ofUniversity ofWinnipeg

practicum studentElizabeth Ulrich,Community LivingManitoba has developeda resource package forthose working inManitoba’s early learning and childcare centres.

A Guide to Supporting Familiesof Children with Additional SupportNeeds in Manitoba’s Child CareCentres is intended to provide staffat child care centres with answersto frequently asked questionsabout supporting children withadditional support needs, theirfamilies and each other. It providesa place to begin when planning orreviewing a placement and theprogramming of the children intheir care.

The resource package includes acopy of the guide, a powerpointpresentation introducing the keyconcepts presented in the guide,and a set of question and answercards that guide staff in their

New Resources for Manitoba’sChild Care Centres

independent or groupstudy or discussion ofthese concepts.

Topics range fromunderstanding inclusion,supporting families,working with childrenwith additional supportneeds and how to make

the child care environment moreinclusive. The guide also provides alist of resources for child carecentres and the families they serve.With the increased immigration offamilies from war torn areas andchildren who have experiencedtrauma in their lives, there is anadded section listing resources forfamilies and children of trauma.

Initial reaction to this resourcehas been very positive and it willsoon be available in a text-onlyversion online through theCommunity Living Manitobawebsite, www.aclmb.ca. Theresource package is availablethrough their office for anominal fee plusshipping andhandling costs.

Manitoba Update

required to teach diverse learnersin the same classroom—includingthose who have previously beenexcluded. Ultimately, it is aboutcreating classrooms and schoolsthat heal by teaching to the heart,mind, and spirit of every student.

Teaching to Diversity is availablethrough Portage and Main Presswww.portageandmain.com.

Jennifer KatzJennifer Katz, PhD, taught for 16years in diverse classrooms from Kto 12, including special educationclassrooms, inclusive classrooms,youth centres, and alternative highschool programs in Winnipeg andVancouver. In addition, she has beena successful sessional lecturer,educational consultant, editor, andguidance counsellor. Her work as anadvocate of inclusive education hasspanned several provinces andterritories, and multiple audiences— university courses, academicconferences, parent advocacygroups, professional developmentworkshops, and educationalconferences. Her direct work withchildren and youth in schools andalternative settings is mostimportant to her. Dr. Katz is currentlyan Assistant Professor in the Facultyof Education at the University ofManitoba.

Teaching To Diversity(Continued from front page)

4

Early in 2012, members of theRiver East Transcona SchoolDivision met with

representatives of CommunityLiving Manitoba, and EducationSolutions Manitoba to discuss theneed for a comprehensive tool forprofiling how schools in thatschool division were doing andhow best to support them in theirjourney towards inclusiveeducation.

A variety of tools were reviewedand the one that found most favourwas that originally developed byCommunity Living Ontario thatframed inclusive education as partand parcel of an inclusive schoolculture. This tool had been used inanother Winnipeg school divisionin the past. While it was a valuableresource, many aspects of it werecumbersome and did not reflectManitoba legislation, policy andpractice.

Over the course of manymonths, and with the addition ofthe executive director of theManitoba School ImprovementProgram, the Ontario document, aswell as its New Brunswick editionwere used as a template in thedevelopment of Manitoba’s own“Profiling Inclusive Cultures inSchools” tool.

Creating Student Success is theprimary objective of an inclusiveculture in schools.

This is met through carefulanalysis, understanding, plannedaction and reflection relating toeight domains that explore:

A. School ProcessesB. Classroom and Instruction

These domains include:1. Diversity Embraced2. Universal Sense of Belonging3. Proactive School Leadership4. Collaborative Approach5. Student-Centered Educational

Planning6. Responsive Structures and

Supports7. Meaningful, Relevant and

Inclusive Learning Experiencesfor All Students

8. Positive Behaviour Approach

The key concepts of UniversalDesign for Learning, PositiveBehaviour Intervention, and highexpectations for all students andstaff have been incorporated into

this document. “The InclusionProcess” outlined in the NewBrunswick Human RightsCommission’s Guideline onAccommodating Students with aDisability was also included as atemplate for appropriateeducational programming.

In the coming months, River EastTranscona School Division will bepiloting PICS in a number ofschools across a wide range ofgrades and socio-economicclasses. Presentations on PICS andmany different ways to use it in awide variety of school settings willalso be taking place throughout thecoming academic year. We expectto see and hear of many positivestories of the impact that thismade-in-Manitoba tool will have onour schools and with all students,especially those with intellectualdisabilities.

For more information, pleasecontact Anne Kresta at CommunityLiving Manitoba.

Profiling Inclusive Cultures in Schools (PICS)

Manitoba Update

5

The New Brunswickgovernment announced anaction plan committing a

record investment of more than$62 million over three years toimprove inclusion and interventionservices in New Brunswick schools.

Education and Early ChildhoodDevelopment Minister Jody Carrreleased the action plan inresponse to StrengtheningInclusion, Strengthening Schools, areport prepared by two experts ininclusive education, Gordon L.Porter and Angela AuCoin. Thereport, received by the Departmentof Education and Early ChildhoodDevelopment inDecember 2011, isintended to serve as ablueprint to improvinginclusive education.��"Today is thebeginning of a new erain inclusive education,"Carr said. "Inclusion isbased on values andbeliefs that supporteach child while promoting socialcohesion, belonging, activeparticipation in learning, acomplete school experience andpositive interactions with peers andothers in the school community. Weare positioning our resources tosupport better every child inreaching his or her full potential ininclusive positive learningenvironments."

Inclusive education focuses onstudents as individuals, supportingtheir learning through pedagogicalstrategies, methods, accommoda -

tions and approachesthat are effective andrespectful andencourages highexpectations andachievement. "I thankDr. Porter and Dr.AuCoin for theirintensive review of oursystem and their

comprehensive recommendations,"said Carr. "After reviewing thereport and extensive workundertaken by the department, therelease of our Year 1 action planwill begin the work required toenhance further and strengthen ourinclusive and diverse classrooms ofthe 21st century and ensure that ourstudents and their families are fullysupported. Our government iscommitted to improving the

New Brunswick Minister Hon. Jody Carr with Dr. AuCoin (L) and Dr. Porter (R)

education system, and we willcontinue to work in collaborationwith our partners and stakeholdersto ensure we lay the rightfoundations to improve the qualityof life for all New Brunswickers,including our children.” ��

Much of the investment isfocused on enhancing inclusiveculture in schools and providingadditional teaching positions forresource and methods, guidancecounselling, behaviour interven -tionists and other teachingsupports for inclusion.

The report can be found on theNB EECD website:English:http://www.gnb.ca/0000/incl-e.asp French:http://www.gnb.ca/0000/incl-f.asp

New Brunswick commits to Strengthen Schools

New Brunswick Update

6

Telegraph Journal, June 14, 2012

Last week’s announcement of a$62 million action plan toimplement some of the

recommendations in the reportStrengthening Inclusion,Strengthening Schools was anencouraging boost for inclusive

education inNew Brunswick.

It is importantto clarify someissues thattypically surfacewhen anydiscussion about

Strengthen schools withinclusive educationA commentary by Ken Pike as related torecent announcements by NB governmentand its increased investments in InclusiveEducation

Ken Pike

Reaction from the NBACL

June 5, 2012, Fredericton

The Porter-AuCoin report is agood starting point forimproving inclusive

education, says the NewBrunswick Association forCommunity Living (NBACL). As theorganization that representsfamilies with sons and daughterswith an intellectual disability,NBACL has been eagerlyanticipating the report, which wasreleased today.

“We are pleased that thegovernment recognized the needto further improve inclusiveeducation throughout the provinceby commissioning this review,”says Ken Pike, NBACL’s Director ofSocial Policy. The report discusses12 themes that will move inclusiveeducation forward and is“insightful and comprehensive,”he says.

“The recommendation toimprove professional developmentfor educators is particularlyencouraging,” he says. “Equippingteachers and others in the systemwith strategies and best practicesfor including all students in theclassroom will not only benefit thestudents, but the educators aswell,” he says.

Likewise, NBACL views therecommendation to assure thatthere is good leadership in thesystem as another positive step.

“The education system needs

New Brunswick Update

Community Living association sees reportas good starting point for improvinginclusive education

superintendents and principals whohave a good understanding andappreciation of inclusiveeducation,” Pike notes. “Strongleadership is essential if all of ourschools are to be truly inclusiveplaces of learning for all students.”

Another element of the reportthat NBACL endorses is therecommendation to develop aprocess for resolving disputesbetween families and the schoolsystem.

“We regularly receive pleas forhelp from families who want theirchildren included in the classroomsof their local schools, but meet withroadblocks and discouragement,”Pike explains. “NBACL has assisted

these families as best we could ona case by case basis, but thisrecommendation will go a long wayin assuring that the department’sinclusion policy is wellimplemented in all schools in theprovince.

“The New Brunswick Associationfor Community Living was foundedover 50 years ago by parents whowanted their children to receive apublic education and later to beincluded in their local schools andclassrooms,” says Pike. “We havebeen supporting parents inachieving this goal ever since, andhave developed numerous trainingprograms and resources to assistfamilies, educators and schooladministrators.”

Now that the report has beenreleased, “We look forward toworking with the Department ofEducation and Early ChildhoodDevelopment to help move theinitiatives recommended in thereport forward.”

7

inclusive education takes place.The release of this report is noexception. With this in mind I wouldlike to take a moment to offer someclarity that should help in thisregard:

• Inclusion is much more than aphilosophy. It is soundeducational practice based onyears of research andexperience. There is clear andconvincing evidence of whateducational practices workwithin an inclusion model. And,importantly, inclusion is a rightestablished in our Education Actand human rights laws.

• Inclusion is not a ‘one size fitsall’ model. Inclusive educationmeans all students aresupported to reach their fullpotential – those who are giftedas well as those who facechallenges. It is about providingindividualized and flexiblelearning opportunities based onclear evidence of each student’sneeds and goals. That meansthat appropriate supports,accommodations and interven -tions should be provided whenneeded.

• Research shows that inclusion(and particularly theinvolvement of students with adisability in regular classrooms)does not have a negative impacton the academic achievement ofother students. Dr. Sheila

New Brunswick UpdateNew Brunswick Update

Bennett, professor of TeacherEducation at Brock University inOntario, has noted that researchalso demonstrates importantsocial benefits to all students ininclusive settings, more tolerantattitudes being one.

• Inclusion is not about allstudents spending 100% of theirschool day in regularclassrooms. While inclusion isthe goal, an inclusive educationsystem recognizes the need forflexibility. There will be a smallnumber of students who need tobe outside of a regularclassroom, but there shouldalways be a goal to assiststudents to move back into aregular classroom when this canbe achieved. When students arenot in a regular classroom theyshould be afforded a highlyindividualized learning opportu -nity that meets their personallearning goals and needs.

There are many wonderfulexamples of inclusive schoolsand classrooms throughout ourprovince. But inclusion is notalways easy. Some schoolsstruggle more than others toimplement inclusive schoolpractices. Inclusion requires strongleadership and commitment, up-to-date knowledge of inclusiveeducation practices and strategies,and the right level and combinationof supports within the system.

The most recent review by

Gordon Porter and Angèla Aucoinincluded visiting over 50 schools toobserve classrooms and teachersand to speak with many peopleabout their experiences. Thereview’s findings showed that thereis still a lot of work to be done tohave a province-wide effectiveinclusive education system.

The report’s recommendationsand government’s responsecontains many actions that holdpromise for the future. Theseinclude specific training forprincipals so they can provideleadership in advancing inclusionin their schools; professionaldevelopment for teachers,educational assistants andadministrators; funding to hiremore qualified resource teachers;and the development of aresolution process to help familiesand schools resolve issues relatedto inclusion.

Nationally and internationally,New Brunswick is a recognizedleader in inclusive education.Being a leader requires that wecontinuously review our practicesand find ways to improve so that allchildren can have a qualityeducation. The recent reporthighlights the work that has to bedone. The government’s announcedactions provide a good and helpfulstart to move us forward.

Ken Pike is the Director of SocialPolicy for the New BrunswickAssociation for Community Living.

8

July 2012Executive Directorsand Chairs Network

ACommon Understanding ofInclusive Education, wasprepared by and represents a

collaborative and consensus effortof the Executive Directors andChairs Network. The Network,comprising representatives fromthe provincial communityorganizations, working with and onbehalf of persons with disabilitiesand their families, met to criticallydiscuss issues of common interestin order to provide a more powerfuland united voice within thedisability community. Collectively,the organizations represent thevast majority of the approximately75,000 citizens withinNewfoundland and Labrador whohave a disability.

The Foreword of the documentmakes some meaningful points:

Within this province, significantefforts have been expended towardthe creation of an educationalsystem that meets the needs of allstudents. The issue of inclusion –its philosophy, benefits anddelivery – has been much debatedover the past 25 years, both withinthe education system and thedisability community. All too oftenthis debate has given an illusion ofa lack of support for inclusiveeducation, and unfortunately hasstalled the achievement of a trulyinclusive model within our schools.

The primary intent of thedocument is to dispel this myth,and to send a strong andunequivocal message that there isindeed consensus within thedisability community as to theconcept of inclusion. A messagethat we stand united, with and onbehalf of the families we represent,in asking for an education for oursons and daughters that is inclusiveby design and intent. We are unitedin our expectation of an educationsystem that places equal value onall children, and one that providesthe necessary supports andresources to both teachers andstudents so as to achieve inclusion.

This document provides aconsensus view of the disabilitycommunity as to the merits ofinclusive education, our vision anddefinition of inclusive education,and the principles and elementsthat must be present in order thatthe rhetoric of inclusion canactually be realized on a daily basiswithin classrooms throughout thisprovince. Inclusion is no longer amatter for debate, no longer can itbe a promise unfulfilled, and nolonger can it be the exceptionrather than the rule. This paperprovides the model of inclusion thatour community expects, a modelthat has received endorsementwithin the disability community,and a model of inclusion to whichwe will hold government and theeducation system accountable.

The Network acknowledged theNewfoundland and LabradorAssociation for Community Living(NLACL) and its CommunityInclusion project for providing theinitial impetus and means for thepreparation of this document.

Coalition of Persons withDisabilities – NL, on behalf of theExecutive Directors and ChairsNetwork and endorsed by thefollowing organizations:• Dennis Gill, President, NL

Association for Community Living• Ed Knox, Chairperson, Autism

Society NL• Ed Smith, Chairperson, Canadian

Paraplegic Association – NL• Ronald Stone, President,

Epilepsy NL• Michelle Murdoch, Coalition of

Persons with Disabilities – NL• Jodie Burke, Chairperson, NL

Association for the Deaf• Myrtle Barrett, Canadian Hard of

Hearing Association – NL• Patricia Suvak, Chairperson,

Canadian National Institute forthe Blind – NL

• Jeff Hutchings, Chairperson, NLDown Syndrome Society

• Gail St. Croix, Chairperson,People First of NL

• Cecilia Carroll, Chairperson,Independent Living ResourceCentre

A Common Understanding of Inclusive Education

The full document can be found through the following link:http://www.nlacl.ca/media/uploads/InclusiveEducation2012.pdf

Newfoundland and Labrador Update

9

Each year the Newfoundland and LabradorAssociation for Community Living presents twoawards to acknowledge outstanding efforts in the

area of inclusive education: one to a school and one toan individual.

Bishops College High School, St. John’s was thewinner of the 2012 School Inclusive Education Award.Schools like Bishops College exemplify the student’sright to be included and see inclusive education as aright, not as an add-on. Bishops College has workedhard over the past decade to put the philosophy ofinclusion into action. The student body believes in andembraces the importance of belonging, acceptanceand community. This senior high school has madesignificant gains in inclusion for all over the last fouryears.

Mr. Bill Chaisson, principal of St. Gerard’sElementary, Corner Brook was the winner of the 2012Individual Inclusive Education Award. His beliefs aboutinclusion, strong leadership skills and positive,personable nature have enabled him to be viewed as aleader for inclusionary practises. He leads with lots ofheart, compassion and respect for each and everymember of the school community. At St. Gerard’sElementary the focus is on participation for all whowish to be part of any team. Mr. Chaisson has beeninstrumental in bringing resources to the entireWestern School District that enable children to beincluded. He has spent countless hours working with

parents and guardians over the years. It was evidentthat Bill understood the importance of team buildingwhich includes not only involving but supportingparents, teachers and others in the day to day activityof school life.

Bishops College High School and St. Gerard’s,along with Botwood Memorial Academy and HolyName of Mary Academy in Lawn, now hang theCommunity Inclusion flag in their schools as a symbolto all that their school understands and practisesinclusion for all.

2012 Inclusive Education Winners

Mr. Bill Chaisson, principal of St. Gerard’s Elementary,Corner Brook, Newfoundland.

Bishops College High School, St. John’s, Newfoundland.

Sherry Gambin-Walsh speaks at award presentation.

Newfoundland and Labrador Update

10

The Centre for InclusiveEducation at the University ofWestern Ontario is evolving,

and has become the nationalheadquarters of the CanadianResearch Centre on InclusiveEducation; connections have been

established with a strong group ofrenowned researchers in inclusiveeducation at universities all acrossCanada. Although many Canadianscholars are involved in researchthat is directly related to inclusion,there is no national voice for

research in this area at the presenttime. By researching anddisseminating our findings acrossCanada and around the world,collectively we aim to empowerteachers and others with theknowledge they need to be effective

National Investigators in InclusiveEducation ResearchNational Investigators to Launch the CanadianResearch Centre on Inclusive Education

The series begins September26 and 11 sessions arescheduled through February

2013. Participation is free andsomething on the program is sureto interest many parents andteachers.

CommunityLiving Ontariowill beshowcasing theperspectives ofInclusionInternational,the UpperCanada District

School Board, parents of peoplewith disabilities, the NewfoundlandAssociation for Community Living,the New Brunswick Association for

Community Living OntarioAnnounces Webinar Serieson Inclusive Education T

he BC Association forCommunity Living is proud tolaunch the “on my way” video

blog. This project is meant to helpstudents with special needs andtheir families prepare for a full lifeafter high school. Our goal is toincrease options and opportunitiesleading to full inclusion andcitizenship for people withdevelopmental disabilities. Ourcameras will be following fourunique, talented and enthusiasticstudents and their families as theyprepare for life after high school.You are invited to be a part of thisconversation by participating in theblog. We hope you can share yourhopes, dreams, challenges andsuccesses in transition planning. ��

Come visit us and say hi!��

Ontario Update British Columbia Update

Community Living, transitionplanners and ARCH Disability LawCentre in this series.

Whether you are thinkingabout inclusive education as aprinciple, a concept, or a right; orjust curious, working to create aninclusive classroom, or advocatingfor your child, you have come tothe right place. This webinar hassomething for everyone. Feel freeto be part of the entire series —join in when you can — or just forsessions that are of interest toyou from the comfort of your ownhome.

For full information connect tothe detailed program on thefollowing link:www.communitylivingontario.ca

11

Inclusion Europe publishes articles andnews related to the implementation ofinclusive education in the EuropeanUnion. You can access their materialthrough the following link:http://www.e-include.eu/en/inclusive-education-news

One recent posting describes recentdevelopments in Ireland...

For more information on the Team Members, visit:http://www.edu.uwo.ca/inclusive_education/National_Investigators.asp

with all students, including thosewith exceptional needs.

This National Investigators pagecontains information on our TeamLeaders at universities across thecountry. Information about theresearch projects may be found onthe National Research Activitiespage.

Team Leaders• Donna McGhie-Richmond, Assistant

Professor in the Faculty of Education atthe University of Victoria

• Jacqueline Specht, Associate Professor,University of Western Ontario & Directorof the Centre for Inclusive Education

• Sheila Bennett, Professor and formerchair in the Teacher EducationDepartment of the Faculty of Education,Brock University

• Tiffany L. Gallagher, Associate Professorin the Teacher Education Department atBrock University

• Carla DiGiorgio, Associate Professor andDirector of the Centre for EducationResearch at University of Prince Edward

Island, Editor of the Canadian Journal ofEducation

• Angèla AuCoin, Assistant Professor,Faculty of Education, Université deMoncton �

• Lynn Aylward, Associate Professor andGraduate Co-ordinator, School ofEducation, Acadia University

• John Freeman, Associate Professor at theFaculty of Education, Queen's University

• Karen Gregory, Ph.D. student inEducational Psychology and SpecialEducation with the Faculty of Education,University of Western Ontario

• Anne Hill, Fanshawe College • Nancy Hutchinson, Professor, Queen’s

University• Jennifer Katz, Faculty of Education,

University of Manitoba� • Mireille LeBlanc, Assistant Professor,

Faculty of Education, Université deMoncton

• Tim Loreman, Professor of Education atConcordia University College of Alberta

• Wanda Lyons, Assistant Professor in theFaculty of Education at the University ofRegina. Inclusive Education Policy�

• Jamie Metsala, Associate Professor atThe University of Western OntarioFaculty of Education

• Pat Mirenda, Professor in theDepartment of Educational andCounselling Psychology and SpecialEducation at the University of BritishColumbia

• Elizabeth Nowicki, Associate Professor inEducational Psychology/SpecialEducation at the University of WesternOntario

• Scott Thompson, Associate Professor inthe Faculty of Education at the Universityof Regina

• Vianne Timmons, President and Vice-Chancellor of the University of Regina

• Raymond Vienneau, Associate Professor,Faculty of Education, University ofMoncton �

• Gabrielle Young, Assistant Professor,Memorial University of Newfoundland

International Update

Inclusion Europe: e-Include — Inclusive Education News

Children with disabilities inIreland hit by educational cutsFrom this September, schools in Ireland willonly be given 90% of the teaching hours theywill need to meet the independently assessedneeds of pupils with disabilities. InclusionIreland opposes to the decision of theDepartment of Education and Skills, whichcan only downgrade the important role ofeducation for children with disabilities.

More on the site.

Contact us through our website: www.inclusiveeducation.caor by email: InclusiveEducation@cacl.caPlease send us information, comments or feedback.

ACKNOWLEDGEMENTSThis project is funded in part by the Government of Canada'sSocial Development Partnerships Program Disabilitycomponent. The opinions and interpretations in thispublication are those of the author and do not necessarilyreflect those of the Government of Canada.

Dr. Gordon Porter, Director of Inclusive EducationCanada, was a keynote speaker at the WorldDown Syndrome Congress held in Cape Town,

South Africa in August 2012.Porter used a plenary address to issue a challenge to

action. His question to delegates: “Are we star gazers orexcuse makers? Since I started in inclusive education inthe 1970's I have been struck with the fact that somechildren, including those with disabilities, who liveclose to local schools, are not able to go to them eventhough members of their own family are. On a basichuman level that does not make sense. It is ironic thateven though we have inclusive education policies, thenumber of special schools has grown over time.”

The Congress has a Facebook page with many detailson the discussions. http://www.facebook.com/pages/World-Down-Syndrome-Congress/209040415813995

There are also videos on the Congress YouTube site: http://www.youtube.com/user/wdsc2012

Gordon Porter speaks at Cape Town Congress.

International Update

The Alliance forInclusive Education– United Kingdom NGO

ALLFIE is a UK based groupfocused on promotinginclusive education. Theyproduce a journal availableon the web that you mightfind of interest – InclusionNow.

They describethemselves as a “national

campaigning and information-sharing network ledby disabled people. We campaign for all disabledlearners to have the right to access and besupported in mainstream education. ALLFIE believesthat education should support the development ofphysical, vocational andacademic abilities throughmixed-ability tuition inmainstream schools so thatall students have theopportunity to buildrelationships with oneanother. We believe that afully inclusive educationsystem will benefiteveryone.”

Link to their website:http://www.allfie.org.uk/index.html