Honouring Student Voice
Across North America, there is a movement to include students with disabilities in all aspects of school life. In the best inclusive schools, teachers are working to ensure that students participate actively in the development of their own IEPs and behavioural supports. Assisting students to become more involved in these processes has the added benefit of helping them become more adept at speaking out and advocating for themselves. In this article, Norman Kunc and Emma Van der Klift suggest that the ability to initiate needed support is a crucial skill that students with disabilities will need as they move forward in life. In addition, they suggest that schools take a broader view of inclusion by actively interrogating the practices and policies that either contribute to, or detract from, a sense of belonging for all students.
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School Inclusion
Settings that promote inclusion are more successful in achieving learning for all, the ultimate goal of education. Despite research and provincial/territorial legislation stating that inclusive education is the preferred system, a large percentage of students with exceptionalities continue to be excluded from the regular classroom. This article examines some of the barriers to inclusive education and presents key strategies for the education system to become more inclusive. By following research-based strategies we will be able to answer yes when asked if we are getting it right.
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The Role of the Resource Teacher in an Inclusive Setting
As part of a provincial review of inclusive education, New Brunswick resource teachers were asked to participate in a three-day time-use inquiry. The resulting information was compiled into categories: working with teachers; working with students; planning and organizing; professional development; meetings; and other. The results of the time-use inquiry reveal that while the participants across the province performed similar tasks, the time spent on each of these tasks varies greatly. It was also found that resource and methods teachers spend little time directly working with classroom teachers. They spend minimal time in the regular classroom observing, modeling, coaching, co-teaching and completing classroom work with students with special needs. A significant amount of their time was spent on tasks unrelated to their resource role. The results of this inquiry reinforce the authors’ view that clearly defined roles and standards of professional practice are needed to ensure that students and teachers get the support they need to make inclusive education a success.
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