Discover the essential guide to understanding key terms in disability and education with the “Lexicon of Recommended Definitions for Crucial Terms.” This 2008 publication by the Marsha Forest Centre aims to reduce confusion surrounding Special Education and Inclusive Education terminology, ensuring clarity for parents, educators, advocates, and policymakers. With the rise of Inclusive […]
This document explores the evolution of education for individuals with disabilities, highlighting the shift from exclusion to inclusion. It begins with a historical overview, detailing centuries of neglect and segregation, followed by the emergence of residential schools and specialized education models. The Special Education Model, developed in the mid-20th century, placed students with […]
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 […]
Unlocking Inclusive Education: A Path to Equity and Success This engaging document by Gary Bunch, a seasoned educator and advocate for inclusion, explores the transformative journey toward inclusive education. It challenges outdated segregated models, championing a human rights and social justice approach that welcomes learners of all abilities into regular classrooms. With global […]
TOWARD PEERS WITH DISABILITIES – Bu ch This study explores how elementary and secondary students in Canadian schools perceive and interact with peers who have disabilities, comparing attitudes in Special Education model schools versus Inclusive model schools. Through one-on-one interviews with students across various grades, the research highlights key differences in friendships, teasing behavior, […]
This comprehensive report, “Crucial Terms Final Report,” explores key terminology used in Canadian education for learners with disabilities, focusing on the Special Education Model (SEM) and Inclusive Education Model (IEM). Authored by experts from the Marsha Forest Centre, York University, and Université du Québec à Montréal, the study aims to clarify confusing terms and promote […]
This document, presented at the Civic G8 Forum in Moscow, highlights the urgent need for inclusive education to address inequities faced by vulnerable groups worldwide. Authored by the Marsha Forest Centre, it emphasizes the importance of educating all learners together—regardless of disabilities, socio-economic status, cultural background, or other challenges—in shared classrooms with well-prepared teachers. […]
TOWARD PEERS WITH DISABILITIES – – Gary Bunch A recent study indicates considerable differences in attitudes of students in special education model and inclusive model elementary and secondary schools toward peers with disabilities. Most marked were differences at the secondary level. Findings were based on one on one interviews with students in grades 1, […]
Discover how PlayFair Teams fosters equity, inclusion, and meaningful friendships between students with and without disabilities. This document contrasts the PlayFair Teams approach with the Best Buddies program, highlighting the limitations of the giver-receiver model in traditional friendship strategies. PlayFair Teams emphasize equality, allowing all members—regardless of ability—to contribute equally to team activities. […]
Discover the transformative power of PlayFair Teams, a groundbreaking initiative by the Marsha Forest Centre in Toronto. This program fosters student leadership and equity by addressing Disability, Social Justice, and Inclusion—not as a special education program, but as an all-student effort. PlayFair Teams challenge the traditional giver-receiver dynamic, promoting mutual respect and shared […]