NS Inclusive Education Policy 2019

The Inclusive Education Policy refl ects the importance of the well-being of all students and the impact it has on their achievements. Inclusive schools are equitable, and culturally, linguistically, and socially responsive. They have structures, processes, and practices that are student-centred, appropriate, and collaborative.

The Inclusive Education Policy objective is to ensure every student has access to an equitable and high-quality education that is culturally and linguistically responsive, accepting, and respectful in supporting and valuing their learning and diverse abilities. To meet this objective, the policy provides clear, consistent direction with respect to inclusive education and equitable practices in public schools. This policy will be supported by policies, guidelines, and procedures to assist in its implementation. The Inclusive Education Policy provides a framework which will apply to all other policies, procedures, strategies, and initiatives.

POLICY OBJECTIVES

The Inclusive Education Policy objective is to ensure every student has access to an equitable and high-quality education that is culturally and linguistically responsive, accepting, and respectful in supporting and valuing their learning and diverse abilities. To meet this objective, the policy provides clear, consistent direction with respect to inclusive education and equitable practices in public schools.

This policy will be supported by policies, guidelines, and procedures to assist in its implementation. The Inclusive Education Policy provides a framework which will apply to all other policies, procedures, strategies, and initiatives.

The guiding principles provide an overview of what education will look like when inclusive education

practices are working well in classrooms and schools. They describe what all partners in education

will achieve.

GUIDING PRINCIPLES

4.1 Every student can learn with enough time, practice and equitable and responsive teaching.

4.2 Every student, including those with special needs, should receive full-day instruction every day, with flexibility based on the student’s individual strengths and challenges.

4.3 Every student should be taught within a common learning environment (e.g., a classroom) with students of similar age within the community school, with flexibility that is based on, and responsive to, the student’s individual strengths and challenges.

4.4 Inclusive education values, draws upon, and includes student voices and choices to assist students in achieving their goals.

4.5 Every student deserves to belong (affi rmed, validated, and nurtured),1 be safe, and feel welcomed in all aspects of their daily experience.

4.6 Inclusive education is a commitment to honour and respect each student’s cultural and linguistic identities and knowledge systems.

4.7 Inclusive education practices use evidence of students’ strengths and challenges to determine a system of supports and monitor the effectiveness of those supports.

4.8 All partners are committed and empowered to work collectively to identify and eliminate barriers that interfere with students’ well-being and achievement.

Of note:

Every school will support student well-being and achievement through a Multi-Tiered System of Supports (MTSS).