1 The Setting the Direction Framework, Government of Alberta Response articulated the building of a single inclusive education system that meets the leaming needs of all students, including those with diverse leaming 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 responsibilty forall students, with the starting point being the student's home school. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice. Moving Toward an Inclusive Education System in Alberta 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 wil be placed in a regular classroom. Physical placement will be flexible and changeable, always with the student's success in mind. This will be true in all school authorities—public, separate, Francophone, private and charter. In Alberta, an inclusive education system mé ‘+ 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 Alberta's education system. + Replacing the emphasis on special education “programming’ with an emphasis on achi ‘outcomes for all students. This emphasis will be built into the inclusive education fu 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 forall 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 leaming 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 student's 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 leaming 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 schoo! journey are critical elements of success. ‘+ Working together to support students in schools with the supports they need—which may not be exclusively educational services—delivered 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: + Responsbility 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. for all students conto the education system as a whole = all students have meaningful leaming opportunities that start with the Alberta Programs of Study. * special education founded on a medical ‘model based on the student's 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. understanding a student's strengths and needs = teachers, parents, students and specialists collaborate to identify supports and services that best match the student's strengths and needs. + identifying bamiers 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. identifying barriers to leaming within the system, = the focus is on changing the environment to better support the student, rather than changing the student * focusing on deficits to be remediated = teachers are responsible for developing Individualized Program Plans (IPPs) for students with special education needs. focusing on strengths and what the student can do = teachers have the capacity to identify and build on student strengths. + tolerating difference = teachers express that they don't feel they have the capacity or awareness to support diversity within their classroom. valuing diversity = teachers are supported to understand diverse leaming needs and to plan and provide differentiated instruction to meet these needs. + relying on medically trained experts and specialists — teachers refer to medically trained experts and specialists for identification of student need. including teacher and parents as experts students, parents, teachers, ecialists and others collaborate to fentify and provide effective instruction and supports, * an accountability system for special ‘education that is input-based = school administrators dedicate resources to identify and report students with severe disabilities . aan accountability system that is utcome-based (e.g., measuring the indicators of success) — school authorities dedicate resources and ensure that indicators of success are measured and reported Revises November 2, 2010 Us erInclusive Education In inclusive education, teachers must understand, respect and accept the diversity of each student. As seen below in Bronfenbrenner's Ecological Theory, individuals are not only different in sex, age and health, but also in relation to their values, culture, background and upbringings. It is important for teachers to evaluate the unique contexts in which students live and consider how this might impact the classroom. It is our responsibility to prepare for these variables and find ways to ensure that everyone feels a sense of belonging. | j Family y ‘The individual Health eis \ \” services vt Peers <-e re iE os g Neighborhood 4 hae play area yee Social welfare service> ah ec Chronosystem ronmental ns over the | life course; sociohistorical conditions