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Moving Toward an Inclusive Education System in Alberta The Setting the Direction Framework, Government of Alberta Response articulated the building of a single inclusive education system that meets the learning needs of all students, including those with diverse learning needs. Inclusive education is a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all students. Inclusive education in Alberta means a values-based approach to accepting responsibility for all students, with the starting point being the students home school. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice. In the Alberta context, inclusion means every student will be included in the greater school community, and will be physically placed in the setting that is best for them at a particular time, based on the input of all parties. Inclusion does not necessarily mean that every student registered in the Alberta school system will be placed in a regular classroom. Physical placement will be flexible and changeable, always with the students success in mind. This will be true in all school authoritiespublic, separate, Francophone, private and charter. In Alberta, an inclusive education system means: Shifting from a dual system of mainstream education and special education to a system that takes responsibility for all students. Sharing a commitment to building an inclusive education system that meets the needs of a diverse student population in all school settings becomes a focus of the reform of Albertas education system. Replacing the emphasis on special education programming with an emphasis on achieving outcomes for all students. This emphasis will be built into the inclusive education funding and accountability model. Developing the comprehensive supports and services required to take responsibility for all students and to work in an outcome-based way. Setting the Direction is exploring a continuum of support, where classrooms, schools, school authorities and the specialist community are equipped to make it possible for all students to have their needs met. This collaborative model advocates a collective responsibility for the success of each student. Taking a strengths-based approach to meeting the needs of students with diverse learning needs and placing the emphasis on what students can do, rather than the limitations of their diagnosed condition. Shifting the focus from changing the student to changing the students environment so that barriers are reduced and students have the supports they need to be successful. Respecting and using data gathered at all levels of the system, beginning with the teacher and family, and including specialist reports from medical and education experts. This honours the expertise that lies at every level. Recognizing that a successful school journey for all children begins with quality early learning and care and concludes with positive high school completion and a supported transition out of the school system. This includes an acknowledgement that smooth transitions throughout the school journey are critical elements of success. Working together to support students in schools with the supports they needwhich may not be exclusively educational servicesdelivered collaboratively in the most logical and natural setting, thus wrapping around the student.

Movement within the current education system towards an inclusive education system Moving from: Responsibility for students with special education needs lies solely with special education teacher and specialists students with special education needs receive programming based on their disabilities. special education founded on a medical model based on the students diagnosis students and parents experience an identification of disability that is linked to coding, which is tied to specialized services and often leads to a lifelong label. identifying barriers to learning and development within the student, with an assumption that the student needs to change to fit the system teachers refer students for assessment to identify special education needs. Moving to: Shifting the responsibility for all students onto the education system as a whole all students have meaningful learning opportunities that start with the Alberta Programs of Study. understanding a students strengths and needs teachers, parents, students and specialists collaborate to identify supports and services that best match the students strengths and needs. identifying barriers to learning within the system the focus is on changing the environment to better support the student, rather than changing the student focusing on strengths and what the student can do teachers have the capacity to identify and build on student strengths. valuing diversity teachers are supported to understand diverse learning needs and to plan and provide differentiated instruction to meet these needs. including teacher and parents as experts students, parents, teachers, specialists and others collaborate to identify and provide effective instruction and supports. an accountability system that is outcome-based (e.g., measuring the indicators of success) school authorities dedicate resources and ensure that indicators of success are measured and reported.
Revised November 2, 2010

focusing on deficits to be remediated teachers are responsible for developing Individualized Program Plans (IPPs) for students with special education needs.

tolerating difference teachers express that they dont feel they have the capacity or awareness to support diversity within their classroom.

relying on medically trained experts and specialists teachers refer to medically trained experts and specialists for identification of student need. an accountability system for special education that is input-based school administrators dedicate resources to identify and report students with severe disabilities .