Finding a way Through the Maze

            This document dives into the complexities of educational terminology used for Canadians with disabilities, focusing on the distinction between Special Education and Inclusive Education. It summarizes findings from the Crucial Terms Questionnaire (CTQ), which was distributed across Canada to educators, parents, advocates, and organizations. ​ The goal? To clarify the meanings of key terms like “alternate placement,” “collaboration,” “full inclusion,” “segregation,” and more, which are often misunderstood or used interchangeably.

The report explores how these terms are defined, their deeper meanings, and their associations with either the Special Education or Inclusive Education models. ​ For example, terms like “alternate placement” and “special class” are predominantly linked to Special Education, emphasizing segregation and specialized settings. ​ On the other hand, terms like “collaboration,” “full inclusion,” and “peer tutors” are strongly associated with Inclusive Education, highlighting teamwork, equal opportunity, and integration.

The document also addresses areas of confusion, such as “integration” and “mainstream,” where opinions are split between the two models. ​ It emphasizes the importance of refining these definitions to foster better understanding and decision-making in the education of students with disabilities. ​

Supported by organizations like York University and funded by Social Development Canada, the project aims to create a bilingual lexicon of recommended terms to guide educators, parents, and policymakers in building a more inclusive and effective educational system. ​ Dive in to explore the nuances of these crucial terms! ​