This insightful document explores the concept of belonging for students with disabilities within school communities, focusing on the Canadian education system. Historically, students with disabilities have faced segregation and isolation, often placed in Special Education settings that hinder their sense of inclusion. The shift toward Inclusive Education aims to integrate these students into […]
This document highlights the 2017 Novosibirsk Scientific School presentation on Inclusive Education, offering a deep dive into its history, global evolution, and implementation in Canada and Russia. It traces the origins of Inclusive Education, starting with Jim Hanson’s “Each Belongs” philosophy in Canada, which emphasized dignity, equal value, and growth for all students, regardless […]
This insightful document explores the concept of belonging for students with disabilities within school communities, focusing on Canada’s education system. Historically, students with disabilities have faced exclusion and segregation, often placed in special education settings that limit their sense of community. However, the shift toward Inclusive Education is gradually fostering acceptance and integration, […]
This comprehensive report, titled “Research Into Inclusive Education in Canada,” explores the state of inclusive education for persons with disabilities across Canada. It highlights the divide between the traditional special education model and the emerging inclusive education model, which advocates for educating students with disabilities alongside their peers in regular classrooms. The document outlines […]
This document, authored by Gary Bunch, explores the transformative power of inclusive education for students with disabilities. It highlights the shift from segregated special education to inclusive classrooms, where all students learn together, fostering acceptance, equity, and stronger communities. Drawing on global perspectives, research, and personal experiences, the text emphasizes the benefits of […]
Discover the transformative power of PlayFair Teams, a school-based initiative promoting inclusion, social justice, and equity for students with disabilities. This document dives into how PlayFair Teams create opportunities for students to lead, connect, and advocate for change. By blending students with and without disabilities, these teams foster meaningful relationships, challenge stereotypes, and […]
This document outlines a collaborative initiative between Canada and South-Eastern European (SEE) nations to promote inclusive education for individuals with disabilities. Spearheaded by the Marsha Forest Centre (MFC) in Toronto, the initiative aims to transition from segregated “special education” systems to inclusive education models in countries like Croatia, Slovenia, Montenegro, Bosnia-Herzegovina, Serbia, and Macedonia. […]
This study explores student attitudes toward peers with disabilities in inclusive and special education schools, focusing on friendship, advocacy, abusive behavior, and acceptance of educational models. Conducted in Ontario, Canada, it compares 31 students from special education schools and 21 from inclusive schools. Findings reveal that inclusive schools foster stronger friendships, lower abusive […]
This document dives into the challenges faced by deaf children in learning English morphology and explores the effectiveness of teaching methods. It highlights how deaf children struggle to internalize linguistic rules compared to their hearing peers, often relying on visual aids like sign language, speech-reading, and writing. Two primary teaching methods—natural and formal—are […]
This document dives into the ongoing debate between special education and inclusive education approaches for students with disabilities. Special education involves segregated placements based on students’ needs, ranging from regular classrooms to specialized schools. In contrast, inclusive education advocates for all learners to be educated in regular classrooms with tailored support. While […]