Introduction to Inclusive Education

Introduction to Inclusive Education

Palliser Regional Schools collaborates with teachers, students and parents in the identification of students’ exceptional needs and with the development of appropriate educational programs to meet those needs.

Whatever is determined on the basis of diagnosis and assessment of student needs, the purpose for each student remains the same: to ensure individual student success through effective education.

Achievement of our purpose is enhanced through a team approach.

Successful programs require collaboration and commitment between school administrators, classroom teachers, learning support teachers, students, and parents. Collaboration may also include family school liaison counsellors, a behaviour specialist, a literacy coach, technology integration specialist, learning assistants and other community partners.

Goals, Beliefs and Values

The goal of an inclusive education system is to provide all students with the most appropriate learning environments and opportunities for them to best achieve their potential.

1. All children can learn and reach their full potential given opportunity, effective teaching and appropriate resources.
2. Programs will be offered to best meet the individual needs of each child and student within the school community.
3. A student's program must address the intellectual, learning, communication, social, emotional and physical aspects of a child's development.
4. Parents play a key role in the education of their child in that they are the most complete information source and have the greatest investment in their child's future.
5. “All students will have equitable opportunity to be included in the typical learning environment.” (Alberta Education 2010) This means educating children/students with special supports and service needs in inclusive settings is the first placement option, providing the opportunity to participate in regular classrooms with same-aged peers in their neighbourhood school.
6. All students shall be given the opportunity to participate in all aspects of school life, subject to limitations based on reasonableness in each circumstance.
7. Whenever possible, the student should be a partner in his/her educational program.
8. Student program needs are best met by a team approach. For children and students to receive the services they need, school personnel will work together with service providers in the community.
9. There must be a balance between individual and group rights within the classroom setting. In every case, the best educational interest of students is the paramount consideration for decision-making and programming.
10. Awareness and support by the school community is essential to successful inclusion. Diversity must be valued in order for inclusion to be successful.