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From The Edmonton Journal –
School moves away from 'coding' kids: Classes integrate all types of students
By Karen Kleiss, Edmonton Journal June 8, 2010
EDMONTON - Tonya Roberts can't take her children to the park, because one of her two autistic sons might run away. Toilet training was a nightmare. Seven-year-old Gabriel would lash out when someone got too close. A t five, Layne refused to put his clothes on and still refuses to wear socks. For a long time, Roberts felt isolated and hopeless. "I couldn't see a way forward," she says.
Then she found Crawford Plains School.
Tucked in the city's deep south near 42nd Street and 12th Avenue, it is one of 16 city public schools testing an innovative new program that mixes kids who have special needs into regular classrooms. The two-year pilot project is part of an attempt to move away from "coding" students according to disability, then allotting funds based on the number of children with special needs. Instead, a new report called Setting the Direction encourages the province to move toward an inclusive education system that puts kids of all kinds in one classroom. Alberta Education spokeswoman Zoe Cooper said the province will make an announcement Friday about its response to the framework outlined in Setting the Direction.
Roberts moved to the southernmost corner of the city from the north end so her boys could attend Crawford Plains. She gets choked up when she talks about what the school has meant to her family. "The principal, Jeanne Carter, reached out her hand to me," she said. "She recognized the needs. Talking to her helped me look at the bigger picture."
Carter knows how Roberts feels; more than 20 years ago she adopted a child with Fetal Alcohol Spectrum Sisorder and waged her own battles to get a quality education for her daughter. F our years ago, she and assistant principal Colleen Sayer started the process of integrating kids at the K-6 elementary school. Two years later, when the province started the pilot program, Crawford Plains was a natural fit. "We like to think of our school as a good example of the motto that 'it takes a village to raise a child,' " Sayer says.
At Crawford Plains, one-quarter of the kids have mild to moderate disabilities. The disabilities range from cognitive and behavioural challenges to learning disabilities and physical challenges. A class with 17 children may have six special-needs kids. In the past, educational assistants sometimes formed a "cocoon" around special-needs children, inadvertently isolating them from other kids and sometimes creating dependency, Carter says.
At Crawford Plains, educational assistants move from child to child and classroom to classroom, helping special needs kids develop independence and build confidence. The children seem to barely notice the difference. A boy with autism sits beside one of the smartest girls in the class, because they get along. Children at varying levels buddy up for reading and gym class. The autistic children have a special recess time and play outside with their Grade 6 buddies, who teach them to play on the equipment and just be kids.
"The skills that I've seen them develop, the empathy, the understanding, it's wonderful," Carter says. The inclusion and integration means disabilities begin to disappear, she says. "Everyone just sees that everyone is on their own path." The motto in one classroom is "everyone makes mistakes."
The results are often astonishing, and even heartwarming. Take, for example, the boy who has trouble remembering what order to get dressed for recess: snow pants, then boots, then coat and finally, mittens. Other children help him, every day. "The kids are great about reminding him to get his shoes on, get this out and so on," Carter says.
Or take the autistic boy who loves dinosaurs and gets to colour in his dinosaur colouring book for a set period of time after he finishes a task. The other children remind him when his time is up, and help him focus on schoolwork again.
Ten-year-old Lynzee Kenyon enjoys helping out special-needs kids in her class. "It is fun to see how they learn," she says. "It feels great, because you know you're doing a good deed for someone who doesn't have the same mind as you."
For Tonya Roberts, life is still a struggle. But thanks to the teachers and assistants at Crawford Plains, her son Gabriel will stay dressed and can stay calm enough to sit in a regular classroom much of the time. He has learned to tell people to leave him alone when he feels he is going to lash out. Both boys are toilet trained. "Now we feel a sense of stability," Roberts says. "The kids have a sense of accomplishment. We have a sense of being part of a community, and I'm not isolated at home. Geez, I'm going to start bawling here."
All students benefit from inclusive education: School Board Chairperson
School board’s inclusive philosophy a driving force for 41 years
Deron Hamel, Writer, Community Living Leaders. Spring 2010.
Since 1969, the Hamilton-Wentworth Catholic District School Board’s (HWCDSB) philosophy — “Each belongs” — has been a driving force in the board’s effort to ensure that all students are included in every aspect of academic life, no matter their abilities.
The result of this philosophy has been that all students benefit socially and academically, says Patrick Daly, Chairperson of the Board of Trustees for HWCDSB.
He points out that students attending schools represented by the Board can expect to find themselves in supportive environments where friendships are made. Academic testing by the province and school board indicates that students of all abilities attain “positive results” in this atmosphere, Daly adds.
“It’s clear to all of us who have seen this system work over the last number of years that there have been two very important results. The first would be the fact that children (who have a disability) are able to attend their neighbourhood schools with their brothers and sisters, their friends and their neighbours, which is their right,” says Daly.
“The other is that other students have benefited — and I’ve seen this on numerous occasions. They benefit from having these young people as their classmates in their schools. They clearly have a much better understanding of the challenges of some of their peers, but also of the gifts that these young people bring to our school.”
Characterized by some as “the most inclusive school board on Earth,” HWCDSB’s philosophy stems from the “Catholic vision of the child,” says Daly.
He adds that the “Each belongs” philosophy has been ingrained in every teacher, principal and administrator in the 57 schools represented by the Board. The philosophy, Daly notes, “has become part of who they are.” “They all ensure that all of our students are included. We have no segregated programs,” says Daly.
“Since we have no segregated programs, all of our students are integrated into the full life of the school, academically, spiritually, and (with) the arts (and) athletics, depending on the abilities of the child and the wishes of the parents.” What has sustained the philosophy, says Daly, is the support of parents and their love for their children, coupled with vigorous staff commitment.
Reprinted from Community Living Leaders, an online news service of Community Living Ontario. www.communitylivingontario.ca
new EDUCATION WATCH
This is our update on inclusive education news and issues that we produce several times each year.
This edition has news from Canada, the USA and some international items. It features news on a Global Report prepared by Inclusion International as well as some opinions - pro and con - on CACL's “No Excuses Campaign”. Read 'EDUCATION WATCH" and let us know what you think on the topic.
Email us at inclusiveeducation@cacl.ca
PDF of the full EDUCATION WATCH
Ministry Team Promotes Inclusive Strategies
Dan Goodyear, the Director of Student Support Services, for the Department of Education of Newfoundland & Labrador, has been working with hi provincial team to promote school and classroom practices to support inclusive education in that province. Dan is shown with team members Sandra Taylor (left) and Jackie Fewer-Bennett (right). The team has been working with selected schools that form a “pilot” initiative and have cooperated with the Newfoundland and Labrador Association for Community Living on meetings in four regions of the province to explore issues related to developing more inclusive schools. The partnership with the Ministry is a priority one for the association. A joint planning process for a “Leadership Institute” in August 2010 is now underway.
Inclusive Education Canada – A reminder of a new Initiative
CACL has commissioned a new entity, Inclusive Education Canada to carry a variety of activities to promote inclusive education practice in our country. Access the IEC pamphlet for more details.
CACL Inclusive Education Awards Presented
Awards were presented to two educational leaders at the Toronto Forum on February 13, 2009.
 Emily Noble, President of the Canadian Teachers Federation, was presented with an award to recognize both her personal commitment to inclusive education and in recognition of CTF’s focus on working with CACL on the issue during the last 5 years. This work has been supported by elected leaders of CTF as well as current Secretary General Calvin Fraser and his predecessor Julius Buski.
CTF collaborated with CACL on a National Summit on Inclusive Education in 2004 and at a CTF Conference on Building Inclusive Schools in November 2005. The collaboration has continued through other events like the CASHRA Forum in September 2008. Emily Noble and her colleagues at CTF have demonstrated they want to see parents and teachers as allies in the effort to achieve inclusion in our schools.
OISE Professor, Anne Jordan Receives – “CACL National Inclusive Education Award”
 Anne Jordan has recently retired as a Professor of Education at OISE/University of Toronto. She has done outstanding research and knowledge development about inclusive education practices. Her focus has been on the teacher and the classroom strategies that make inclusion a reality. Her book – Inclusive Education – Wiley – is an excellent resource for teachers and is widely used in the print and on-line version. CACL is pleased to be able to recognize her work.
CTF collaborated with CACL on a National Summit on Inclusive Education in 2004 and at a CTF Conference on Building Inclusive Schools in November 2005. The collaboration has continued through other events like the CASHRA Forum in September 2008. Emily Noble and her colleagues at CTF have demonstrated they want to see parents and teachers as allies in the effort to achieve inclusion in our schools.
Inclusive Education Canada Holds First Inclusion Event - Making Special Education Inclusive - In Toronto at OISE on February 13, 2009
A public forum entitled - Making Special Education Inclusive – A Dialogue on “The Challenge” and “The Way Forward” was held on Friday February 13, 2009 at OISE/University of Toronto. Over 300 people attended including teachers, parents, agency staff and a variety of others. The program included discussion of the human rights and legal aspects of inclusion and special education, as well as the philosophy and vision of inclusion for students with disabilities and other special needs and the issues teachers and parents face in implementing inclusive education.
 Barbara Hall, Chief Commissioner of the Ontario Human Rights Commission spoke on the legal obligation that flows from the “duty to accommodate” and the need for individual determination of a students needs and an ongoing effort to meet those needs in a regular classroom.
Emily Noble, President of the Canadian Teachers Federation spoke about the common effort required of teachers and parents to get the policies and programs in place to allow classroom teachers make inclusion work. Gordon Kyle, a senior official with Community living Ontario talked about the history of change and progress parents have asked for and supported in education in the last decades. He challenged those attending to move special education to a new level where indeed it assures inclusion for children in community or neighbourhood schools and classrooms with their siblings and age peers.
 Christa Freiler, Director of Research, Canadian Education Association, ended the Forum by connecting the inclusive education agenda to other and broader efforts for school improvement and school reform. Several other speakers and panelists shared perspectives on the educational aspects of the matter. Check for further information in coming days on the website. You can see the full program and speakers by connecting to -http://www.inclusiveeducation.ca/documents/InclEd-Feb13Forum1.pdf
Inclusive Education Canada Launched
CACL is launching a new initiative to further inclusive education in Canada. “Inclusive Education Canada” (IEC) will bring together a network of individuals who can provide training, consultation, research and information sharing will b e available to both teachers and parents on how to move our schools toward inclusive practice. The members of the IEC network of associates have the knowledge and experience to provide the help support sometimes needed to bring about changes in how schools serve students – and assure that every student is included and every student learns.
Manitoba Summer Institute: Leadership & Collaboration in Inclusive Education July 21-24, 2009
Click HERE to download the PDF
Toronto Star – Column on February 13 Inlcusive Education Event
Helen Henderson wrote a column on the February 13 Forum – “Making Special Education Inclusive” - sponsored by CACL and “Inclusive Education Canada” recently launched to promote and support the development of inclusive education in the country. Helen’s column - Because education is about community – was published on January 24, 2009. To read it use the link below.
http://www.thestar.com/comment/columnists/article/574271
Web Site Promotion
Check out our new bookmark for www.inclusiveeducation.ca
Saskatchewan Educators Address the Issues
Several Saskatchewan educators participated in the Forum - ”Human Rights and the Inclusion of Students with Disabilities: A Dialogue on the Way Forward”. The event was presented by a partnership of the Saskatchewan Association for Community living, The Canadian Association for Community living and the Saskatchewan Human Rights Commission.
  Joann Simon, the Coordinator of Student Services with the Greater Saskatoon Catholic Schools described how their district promotes inclusion through providing a focus on literacydevelopment for all children. Also participating was Darren McKee, the Assistant Deputy Minister with the Education Department. Mr. McKee spoke as an educational leader but also as a parent. He emphasized the need for collaboration and teamwork between parents and education staff.
Our Network of Resource People
Click here for details.
Passport Mentoring in St. John’s Newfoundland
The Community Inclusion Initiative is a national plan, funded by Human Resources and Social Development Canada’s Office of Disability Issues to promote the full participation and citizenship of Canadians with developmental disabilities. The Initiative is committed to building community driven partnerships which are instrumental to the successful inclusion of persons with developmental disabilities within the larger community.
Please join the Community Inclusion Initiative NL for an information session on the “Passport Mentoring Initiative“ with Laurie Thompson from Community Living Ontario
Tuesday October 2, 2007 9:00 am -12 noon
Salon ‘A’ Capital Hotel, St. John’s
The “Passport Mentoring Initiative” is an “in-school” opportunity to expose students, who have a developmental disability to post school experiences and options. Community Living Ontario has seen great success with this initiative and it is our hope that a similar program in this province will benefit youth with developmental disabilities. The accompanying brochure provides further details of the Passport Mentoring initiative.
In efforts to move this initiative forward in this province we are hoping that interested parties would come together after the information session to form a working group to discuss next steps in bring this program to fruition.
Please RSVP by September 24th, 2007 by calling the Newfoundland and Labrador Association for Community Living office at 709-722-0790, toll free 1-800-701-8511 or by e-mail donnawalbourne@nf.aibn.com. If you should have any further questions, please don’t hesitate to get in touch with the Community Inclusion Coordinator, Donna Walbourne, at the NLACL office.
Inclusion Policy Research Group Meets
The Inclusive Education Knowledge Mobilization Initiative (IE-KMI)
A small group of Canadian scholars met in Charlottetown, PEI in June 2006. The group met under the leadership of Vianne Timmons, Vice President of Academic Support at the University of Prince Edward Island. Dr. Timmons welcomed colleagues from other parts of Canada to discuss the development of a framework for policy development in inclusive education.
The group is shown above and are from left-to right: Gordon L. Porter, Director of Inclusive Education Initiatives, CACL; Robert Doré, Professor of Education, Université du Québec à Montréal; Judy Lupart, Canada Research Chair in Special Education, University of Alberta, Edmonton; Roger Slee, Dean of Education, McGill University, Montreal; Vianne Timmons, UPEI; Angela Aucoin, Professor at University of Moncton; Cameron Crawford, Senior Researcher, CACL/The Roeher Institute, Toronto; Anne Jordan, Professor, OISE, University of Toronto; Zana Lutfiyya, Associate Dean (Research and Graduate Programs)/Professor of Education, University of Manitoba, Winnipeg.
Knowledge Impact in Society Proposal: The Inclusive Education Knowledge Mobilization Initiative (IE-KMI)
Central hypotheses, research questions, specific objectives.
Inclusive education is implemented differently from one province and territory to another, with considerable consequences for the health and education of children and youth with disabilities. There is no national data base or information-transfer process for disseminating the results of research and evidence-informed practice. The primary goal of the Inclusive Education–Knowledge Mobilization Initiative (IE-KMI) is to strengthen the joint capacity of disability community organizations, teacher and principal/administrator associations, policy makers, and academics to identify and share both local and national knowledge, collaborate in applied research, and translate knowledge into policy/practice development in the context of inclusive education.
The five main objectives to meeting this goal are to:
- Search and consolidate the Canadian based literature on evidence-based inclusive education research and practices, and critically evaluate the research findings applicable to the health and education of students with disabilities from the perspectives of research quality, and applicability to policy and practice development for inclusive education.
- Identify what knowledge is currently transmitted and translated into use and how this translation occurs, by policy makers, teacher educators and classroom teachers.
- Using the results of objectives one and two, develop and pilot an effective transfer mechanism to translate findings from highly-rated research into useful guides for practice, and to monitor how teachers implement them in a representative sample of classrooms in one province.
- Begin the process of establishing a nationally recognized institutional capacity similar to the United States National Centre for the Disability Research.
- Build needed linkages with international knowledge brokering initiatives in the United States, Great Britain, and elsewhere in order to provide a broader context for policy and practice in Canada, and reciprocally to enable Canadian research and knowledge development in inclusive education to be utilized more effectively in global efforts to advance inclusive education.
Our Exceptional Students Say "Yes I Can"
by Nick Martin
Reprinted from the Winnipeg Free Press, Monday March 27
KAITLIN Larabie is brutally frank about the effects of having fetal alcohol syndrome. "When I was in my mom's tummy, she drank, and I got a disability. Sometimes we can't remember, and we forget," said Kaitlin, 11.
On April 7, Kaitlin will tell an international conference of special education teachers in Salt Lake City how FAS makes her think differently than most people. And she'll tell them FAS won't stop her from becoming a teacher, Kaitlin said.
She's among five Manitoba kids among only 24 North American students honoured this year with international Yes I Can Awards.
"It's awesome," Education Minister Peter Bjornson recently enthused.
Awesome indeed in their achievements. These five kids with severe physical and mental disabilities have become part of the life of their schools while preparing for lives beyond the classroom. » View the Full Story
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