Inclusive Education in Alberta—is it possible?

By

SARAH PARKIN

Integrated Studies Final Project Essay (MAIS 700)

submitted to Dr. Raphael Foshay

in partial fulfillment of the requirements for the degree of

Master of Arts – Integrated Studies

Athabasca, Alberta

December, 2012

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ABSTRACT

In Alberta, Canada, there is a push within the public education system to provide

all students with an inclusive education model (IE). Inclusive education is a way of

thinking and demonstrating the universal model of acceptance and belonging of students

formerly perceived as disabled, either physically or developmentally to now being

accepted as differently ‘able’ (Setting the Direction 1). Therefore, IE is defined as, the

valuing of human diversity. Within the inclusive model we forego the belief that children

have to become ‘normal’ in order to contribute in the world and begin to look at ways of

becoming valued members in the community (Causton-Theoharis 2). Is it possible to be

inclusive within the public school system? This will be the primary question explored

within this paper. The inclusive education model is thoroughly researched and addressed

across provincial education mandates. It is important to examine this model as it is the

direction the Province of Alberta is taking on as the set education model for the province.

In order to gain perspective critical research methodologies were used through this

examination. Several key factors are included to explain why the inclusive education

system is an excellent model for public school educators to strive toward. I pose many

questions for further thought and provide an overview of inclusive education and how it

should be approached. This is explained through a comparison of alternative approaches

to education while utilizing theoretical methodology to form the basis of this approach.

The results and conclusions provide educators with a lot to discuss and examine on the

path toward a truly inclusive education model.

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Table of Contents

1. Purpose………………………………………………………………………. 4-5

2. Setting the Direction ………………………………………………………… 5-6

3. What is Inclusion …………………………………………………………. 6-7

4. Policy…………………………………………………………………………

4.1 Provincially Mandated…………………………………………………… 8-9

4.2 Pro’s vs. Cons: The road blocks—parental & teacher attitude, additional training

for teachers, parental expectations…………………………………………… 9-11

5. Inclusive Education/Learning in Practice ……..……………………………. 11-14

6. Theory…………………………………………………………………………..

6.1 Foucault…………………………………………………………………….. 15-16

6.2 Maslow’s Hierarchy of Needs……………………………………………… 16-17

7. Differentiated Instruction ……………………………………………………… 17-19

8. Moving Forward……………………………………………………………….. 19-20

9. References...…………………………………………………………………… 21-22

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1 Purpose

My journey into the education field began in 2007. I taught in British Columbia at

a chartered II independent school for four years, and then moved into the public school

division for a year of substitute teaching. Over those first five years in education I was

always placed with the children classified as ‘special-needs’. There was no specific

reasoning given to me besides, ‘you are good with those kids’. Fortunately, I felt it was

me that was the lucky one to work with such unique and diverse children on a day-to-day

basis. It was during this time that I made the decision that further academic studies were

needed to best serve all my students, whether defined as special needs or not. From there,

I registered in special education courses to obtain my Level B assessment training

followed by moving on to a masters program that allowed for an interdisciplinary study

model. At this point, I decided to begin applying for teaching positions where I could

move out of the classroom into a position that allowed me to work primarily behind the

scenes while remaining in contact with my students in a different role.

I moved to Alberta in the summer of 2011 after I accepted a position as student

support teacher for a school in the Grasslands Public School Division. It was during that

first year that I began to experience the inclusive education movement from within my

local public school division. In the Grasslands Public School division administrators and

student support teachers have been involved in many professional development

workshops guided by the provincial mandate. I believe that the shift to the inclusive

education model is being embraced as school boards, stakeholders and provincial

mandates move toward this shift in mindset and practice. Looking at various methods

and approaches to education enables educators the opportunity to decide whether the

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inclusive model is an effective and positive approach allowing all students equal

opportunity to learn and be successful. The differentiated instruction model provides a

tremendous opportunity to practice inclusivity in the classroom. As a special education

teacher I understand that inclusive education is a ‘shift’ in mindset for many from a dual

education model, a combination of mainstream education and special education, but this

should not deter educators to make this shift. The move toward teaching practices that

reach all children across varying ability is something, I believe, all educators must to do.

2 Setting the Direction

There have been various documents produced by the Government of Alberta

regarding the move toward an inclusive education system. In the fall of 2007, Alberta

Education conducted a review of jurisdictional practice in respect to students with severe

disabilities (Alberta Ed. Gov. Response, 2000, p. 2). In Alberta an inclusive education

system means:

A shift from a dual system of mainstream education to a system that takes

responsibility for all students

Emphasis placed upon achieving outcomes instead of programming

A continuum of support—classrooms, schools, school authorities and specialist

communities make it attainable for all students to have their needs met

Strengths based approach

Changing the environment

Use data gathered at all levels of the system

Quality learning and care supported by transition out of the school system

Working together to support students in the schools (Government of Alberta 2010—Setting the Direction 1-2)

Therefore, inclusivity in this context means that there is a shift in attitude for educators to

embrace children regardless of ability and/or disabilities in order to provide all with the

opportunity for learning. At first glance, it may appear that the education system is

practicing the above mentioned techniques, but from what I have experienced in the

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classroom I know this is not true. Alberta Education has a vision—an inclusive education

system where each student is successful; it is a way of thinking, acting and providing for

a sense of belonging and acceptance for all (Setting the Direction Framework, 2009, p.

5). It is within the areas of capacity building, collaborative practices, and communication,

a continuum of supports and services and access to those services where stakeholders,

jurisdictions and school authorities need to focus on to implement this change. The

steering committee for ‘Setting the Direction: framework’, provides a framework to

develop policy, accountability, and funding mechanisms that will be supported through

provincial legislation (Appendix 1; Setting the Direction Framework, 2009). This model

provides a succinct, yet brief, overview of the key components surrounding the

implementation of inclusion. Programming recommendations, accountability, funding

and support, along with indicators of success, are outlined.

3 What is inclusion?

For Canadians, inclusive education is a change in attitude and practice. Several

key components are described by the Centre for Inclusive Education. An inclusive school

environment demonstrates the following: a supportive environment, positive

relationships, feelings of competence and opportunities to participate (Spect, 2012, p. 2-

3). A supportive environment refers specifically to the overall school climate,

atmosphere, values and policies established at the school level (Spect, 2012, p. 2).

Positive relationships are developed with all members in a school community. This is not

limited to relationships with children but must be modeled by all adults within the school

environment. The above mentioned characteristics are for all aspects of the education

system but for inclusivity to be successful the examples of the school environment is

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closely connected to the last piece. Feeling competent and provided with opportunities to

participate in activities within the school environment and beyond is not meant to be

exclusive to any one child. This opens up opportunities for all children to participate

regardless of ability or disability. Children, who have not been previously included in the

‘regular’ classroom setting such as children with behavior or emotional concerns,

physically or mentally challenged students, are now being given the same opportunity as

their peers with the IE model. Positive relationships may also be created and maintained

by a teacher’s ability to seat every child with a role model who then sets up the

opportunity for each child to be socially included with their peers (Spect, 2012, p. 2).

Feelings of competence are developed throughout the school setting whether within the

classroom, on the playground or in the gym. Children need to believe that they are

competent in all areas of life, and this is not limited to academics. Children must witness

others being successful in a variety of ways at school (Spect, 2012, p. 2). Finally, children

must also be provided with a variety of opportunities that offer a wide array of societal

expectations (Spect, 2012, p. 2). This allows students to take part in various external

situations away from school, where individuals acquire the skills to function amongst

others and begin to understand their strengths (Spect, 2012, p.2). These four categories

are described by the Canadian Centre for Inclusive Education which began in 1985 as a

centre of specialization and was previously named Centre for Communicative and

Cognitive Disabilities (CCCD). It has now evolved to become the national headquarters

for the Canadian Centre on Inclusive Education in 2010 (Spect, 2012, p. 4; History). It is

important to remember that all stakeholders play a crucial role in developing and

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maintaining inclusion—inclusion welcomes diversity, difference and ability of all

students unilaterally (Ainscrow, 2005, p. 109).

4 Policy

4.1 Provincially Mandated

Within all schools there are beliefs and practices that are ascribed by provincial

mandates (curriculum, best practice and policy). These are also developed by the school

personnel and the entire, individual school community. There is a generally agreed upon

belief that all schools need to have a strong philosophy of inclusion that strives to attain a

status that meets the needs and rights of all students in an inclusive way (Roeher Institute,

2004, p. 3).The UN Convention on the Rights of the Child charter specifies 54 articles

that define rights specific to all children. In particular, educators should keep in mind the

following:

Article 2—All children have these rights, no matter who they are, where they live, what their

parents do, what language they speak, what their religion is, whether they are a boy or a girl, what

their culture is, whether they have a disability, whether they are rich or poor. No child should be

treated unfairly on any basis

Article 4—The government has the responsibility to make sure your rights are protected. They

must help your family to protect your rights and create an environment where you can grow and

reach your potential

Article 23—You have the right to special education if you have a disability, as well as all the right

of this Convention, so that you can live a full life

Article 28—You have the right to a good quality education. You should be encouraged to go to

school to the highest level you can

Article 29—Your education should help you use and develop your talents and abilities. It should

also help you live peacefully, protect the environment and respect other people UN Convention on the Right of the Child

Canadian policies are interpreted in a variety of ways at the federal and/or provincial

level. The Supreme Court interprets the Canadian Charter of Rights and Freedoms and

provides a significant, if not profound, basis to the framework and development of

educational policy (Roeher Institute, 2004, p. 4).Therefore, at the federal level, rights are

provided from the Canadian Charter of Rights and Freedoms. However, education falls

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under provincial jurisdiction which infers that without provincial legislation and

regulation there is room for unacceptable practice to take place (Roeher Institute, 2004, p.

4). This means that education policy across the country is entirely dependent upon each

provincial education mandate. Inclusion is a policy framework—the issues are simply the

interpretation of that inclusion and the implementation process of putting inclusion into

practice (Lindsay, 2003, p.10). There is a lack of acceptance amongst educators who, in

my experience, believe that inclusion is already in place. However, as an educator in the

process of implementing inclusive policy and framework at the school level—I must

question if inclusive principle and practice is currently occurring or whether or not I need

to adjust my own practice further to fully accommodate inclusive practice.

There is a specific need for further analysis of inclusion in the school system.

Explicit, descriptive studies of what ‘good practice’ is and the implementation process of

inclusion needs to be thoughtfully examined (Lindsay, 2003, p.10). The results from such

studies need to be available to educators and stakeholders and followed-up with a

discussion at the provincial and local level to determine whether or not inclusion is a best

practice policy. There are many positive and negative responses to inclusion. The

interventions explained above demonstrate that the movement toward the inclusive model

continues to grow.

4.2 Pro’s and Cons: The road blocks—parental and teacher attitude, additional training

for teachers

When changes take place there is a time of adjustment where individuals must

overcome the obstacles and challenges that stem from change. Students and teachers

alike must adapt to the new model of inclusion that seeks to include all students

regardless of physical and/or mental ability within the classroom setting. There are both

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positive and negative drawbacks when considering whether or not to adopt this new

policy/mandate. To begin, a list of drawbacks for accepting the new inclusion model is

explained:

Additional teacher training is essential in order for preparedness to meet the needs

for all children in the classroom;

The classroom structure will change, therefore, teachers need to be given time to

make for these adjustments and given the tools and funding needed to

accommodate such change;

Current teacher education programs do not provide enough instruction in special

education; therefore the shift to inclusion has not been fully adapted into teacher

training (Spect, 2012, p. 1-2);

Funding for classroom supports; materials, preparation time, educational

assistance for all classes;

Acceptance and teacher buy-in to the new model—it is not enough to believe you

are inclusive, but through your practice, method, approach and relationship with

inclusion it will demonstrate the inclusive model;

Parental support of inclusion—parental attitude toward all children in the class;

Some parents believe their children’s education has been weakened by inclusion

(Spect, 2012, p. 2).

These draw-backs must be compared with the positive aspects for inclusion:

No child will be left out of educational opportunities;

All children will be embraced regardless of the old model of ‘one-size fits all’;

All educational needs will be met while flexibility allows for fluid movement

between the classroom and segregated settings if one or the other is not meeting

the educational needs of the student (Roeher Institute, 2004, p. 5);

Teachers will have classrooms full of different ability, skill and personality;

Professional development for all members of the educational setting will be

offered in support and further development of skill and practice;

Supports will be put in place to enhance student participation and acceptance by

the wider community—which celebrates the differences amongst all children and

embraces that difference (Roeher Institute, 2004, p. 5);

The old model of ‘one size fits all’ will be extinguished with the belief that all

children will benefit from the collaboration and cooperation among all members

of the community, home and school (Roeher Institute, 2004, p. 5);

It may be argued that children in inclusive classrooms learn to become more

understanding and to accept diversity (Spect, 2012, p. 3).

With the comparison of drawbacks versus positive outcomes this epistemological inquiry

produces a structure that demonstrates why the move to inclusion is in fact the best

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possible system that allows all children to be a part of the broader scope of inclusion. In

Alberta this is the reality. There are provincially mandated policies in place that

demonstrate, further, the requirement for full inclusion. Policy 1.6.1 states, ‘schools are

responsible for ensuring that all students with special needs are able to enjoy the life of

the school and…participate in local community activities…’ (Roeher Institute, 2004,

p.11). It is critical to the implementation process of inclusion to remember that this is a

provincially mandated shift of practice, not just a random thought or idea that is

negotiable at the local level.

5 Inclusive Education/Learning in Practice

With the foundation of what inclusion now in place, an examination of what inclusive

learning looks like in practice. Inclusion is a way of thinking. It is an embedded belief

that all children regardless of their ability or disability are important, valued members of

their school, classroom and community (Causton-Theoharis, 2009, p. 37). With this

belief, children are encouraged to embrace their individuality, express themselves while

learning how to create and develop meaningful, long lasting relationships and

connections with others. I believe that the inclusion model allows individuals to begin

developing a life-long tolerance of differences amongst each other in regards to

individual abilities and disabilities. This starts the process of embracing and accepting

one another. Once inclusion is established one of the main purposes is achieved and that

is the acceptance of each other. Students with or without disabilities learn to live, play

and work together in the community. This promotes intellectual growth, independence

and full interaction with peers (Causton-Theoharis, 2009, p. 37). Inclusion is a policy that

is imperative for all children who experience exceptional educational needs or disabilities

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(Lindsay, 2003, p. 3). Further, this policy should, in my belief, extend to all children

regardless of individual ability or disability. Inclusion should not be limited exclusively

to meet the needs of children with extraneous circumstance—inclusion should be for all

children as a method of learning, experimenting and developing. Five clauses were stated

at the World Conference on Special Needs Education in June 2004 (Salamanca

Statement) that made an explicit statement concerning children’s rights:

Every child has a fundamental right to education, and must be given the

opportunity to achieve and maintain an acceptable level of learning

Every child has unique characteristics, interests, abilities and learning needs

Education systems should be designed and the programs implemented should

take into account the diversity of all

Those with specific educational needs must have access to regular schools and

accommodations with child-centered pedagogy capable to meet those needs

should be in place

Schools that embrace the inclusion model are the most effective system in

combating discriminatory attitudes, create welcoming environments and

create an inclusive society/community where achieving educational goals for

all children is the utmost goal

(Lindsay 3-4)

The final clause, noted above, explains that the former practices of special needs classes

were not inclusive by nature. They were designed to include school children with a

variety of needs, abilities and disabilities in a different manner than what is present in the

mainstream classroom. These classrooms have now been deemed inadequate in providing

a wider depth of experience and relationship building that children require and deserve.

Children must begin to learn, at an early age, that all everyone within a community

deserves to be treated fairly, accepted and respected for their abilities and disabilities.

There are specific components that are required in order to make inclusion work.

Each component is essential to the next and relies interdependently on each component to

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successfully ensure full inclusion occurs (Beckman, Darnell, Hammann, 2008, p. 2-3).

Beckman et al. (2008) provide the following list of the required components: vision and

attitude, professional development, common planning time, administrative support,

family involvement, accommodations and support systems, effective instructional

strategies and teaming and relationship building (p. 3-5). Geoff Lindsay (2003) also

provides a few additional components that should be included in the inclusion process—

implementation, organization, collaboration, funding, refocused use of assessment and

support for all staff and students (p.7).

The classroom teacher’s role is absolutely imperative to the implementation and

practice of inclusion. The Roeher Institute (2004) provides a succinct glimpse for

teachers to consider when establishing inclusive classroom practices and design. Teacher

attitude and ‘buy-in’ is an essential component to the implementation process. Without a

positive attitude inclusion is bound to fail. Teachers must be willing and able to speak

positively about all children, take cues from the child, and provide a sense of control over

their learning, to take part in that learning, have students support each other. Finally,

teachers must remember to not carry problems on to the next day or blame a student for a

lack of ‘proper’ resources (Roeher Institute, 2004, p.16). The physical environment may

also be adapted to suit the needs of the children and staff in order to positively

accommodate the inclusive model. The adaptations to the physical environment can vary

tremendously depending on the needs of all children. These include a few of the

following: seating position, noise accommodations, sensory disabilities and/or

sensitivities, movement opportunities/breaks and the use of organizational aids (Roeher

Institute, 2004, p.17). Teachers are also able to adapt their personal teaching

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pedagogy/philosophy while maintaining professional obligation to their students’

academic and personal needs. Through the use of alternative teaching modalities and

styles, teachers and educational assistants are more likely to reach a variety of needs

within the classroom. It is with the acceptance of change and differences that teachers

and students, together, create an optimal learning environment where all students are

given the opportunity to learn in a different type of situation while maintaining their

personal attributes and personalities/characteristics. There is one golden rule explained by

Julie Causton-Theoharis (2009) that should be implemented with the inclusive model,

‘support others as you would wish to be supported’ (p.37). Therefore, adults need to

move away from targeted support for students and embrace a more universal approach.

This allows all students to be supported but given the opportunity to allow for more

natural supports to occur (Causton-Theoharis, 2009, p. 38). Causton-Theoharis (2009)

explains that there are many detrimental effects when paraprofessional proximity to

children is too involved (p.38). The following list explains some of the effects children

experience when they experience paraprofessional proximity on a regular basis:

separation from classmates, unnecessary dependence on adults, stigmatization,

interference with peer and teacher interactions, limited competent instruction and loss of

personal control and identity (Causton-Theoharis, 2009, p.38). These negative responses

to adult intervention must be acknowledged and taken into serious consideration when

developing and implementing an inclusive system. Too much help lessens a child’s

creativity and ability to develop relationships with peers and adults—this must be

avoided wherever possible.

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6 Theory

6.1 Foucault

Theoretical assessment plays an integral role in determining why a movement to

change in practice occurs. Michael Foucault is well-known for his contributions to the

field of education (Deacon, 2006, p. 177). His concepts, methods and arguments invite

researchers to investigate the pragmatics of policy formation and to perform a succinct

investigation in the relations of power and how the formation of knowledge is acquired

through education (Deacon, 2006, p.177). The field of education has been evolving

generally for at least the last 2500 years. The change in practice, needs, governmental

requirements, class size and composition has shifted dramatically since the early 1900’s.

Today it is common to see education as a mass undertaking ultimately directed by

government policy and stakeholders. This occurs based on the existence of funding

allotted by the federal and provincial government. Therefore, it is imperative to recognize

and understand what government is in power, what their theoretical approach is and what

changes they are promising to make when election time comes. Deacon (2006) explains

that in the early modern world, it was not yet a foregone conclusion that school would

ultimately become the chief socializing mechanism for children, parents, members of the

community and world of work (p.179). The institution of school has not always been the

only available option for educating children who in turn become members of the working

community once adulthood is reached (Deacon, 2006, p.179). However, in today’s world

the school system has become one of the most important, if not explicit, mechanisms for

developing skills, relationships, social norms and behavior. Inclusive practice is viewed

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as a more holistic, whole group approach to education. Whereas, Foucault sheds light on

pedagogical power relationships between the lecture and the seminar, the former is

inherently based upon a power position with the student being placed in a submissive

stance and the teacher holding the power position (Deacon, 2008, p.184). In contrast, the

seminar, as inclusion can be explained, is a tentative approach where students are able to

absorb information while being included in their own individual learning (Deacon, 2006,

p.184).

6.2 Maslow’s Hierarchy of Needs

(Beckman, Darnell, Hammann, 2008, p.6)

There is an innate need for humans to feel that they belong. Human beings are

social creatures and with a basic human need to have all components of Maslow’s

Hierarchy of Needs met (Backman, Darnell, Hammann, 2008, p.6). The pyramid shown

above depicts five components of the basic human need to experience; self-actualization,

esteem, love/belonging, safety, and physiological. Within each category a series of

components need to be fully engaged and experienced in order for the human, child in

this case, to feel before the next step can be initiated and developed. Starting the pyramid

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is physiological needs—whereas our basic human needs need to be met (breathing, food,

water, sleep, shelter). Next, safety; humans need to feel the safeness that stems from

being in control of their body, personal safety, family, health and property. Love and

belonging; friendship, family and intimacy. Esteem—self esteem, confidence,

achievement and respect of others and by others. Finally, the self-actualization top of the

pyramid this includes: morality, creativity, spontaneity, problem solving, and lack of

prejudice and acceptance. It is highly evident that the hierarchy of needs as explained by

Maslow depicts a picture of what children need in order to fulfill their lives. These pieces

of the pyramid work independently of one another while at the same time have a

dependency upon the next. Without all pieces of the pyramid fulfilled children will miss a

significant step in developing into individuals with a succinct grasp of acceptance, love

and appreciation of oneself and of others. This is exactly where it becomes evident that

the practice of inclusion has been achieved. If all pieces of the pyramid are accepted and

embraced children and educators have truly embraced the inclusion model.

7 Differentiated Instruction

There is a certain amount of freedom for teachers who either practice or are making

the shift to the inclusive education model. Many teaching practices are utilized by

educators and parents, some within the school system such as: pull-out model, resource

room ‘Least Restrictive Environment’, multi-grade classrooms, gifted programs, and

other specialized program set-up that keep children segregated from one another. There is

also the option for parents and/or guardians to have their child or children partake in

home-schooling. There are plenty of negative aspects for each of these types of

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teaching/learning environments—and few of them utilize the concepts and strategies of

the inclusion model. The only methods listed above that may be an option within the

inclusion model is the use of a pull-out system and multi-grade classrooms. Keeping in

mind, these methods are to be used as alternative learning environments for short periods

during the school day, not as whole programs of study in themselves. Differentiated

learning, on the other hand, offers educators a promising approach to fully integrate the

inclusive education model.

Inclusive education is about making learning available to all students regardless of

ability or disability. Differentiating instructing is about doing what is fair for students

(Wormeli, 2010, p. 6). Differentiated instruction does not mean to change learning

opportunities based on ability or disability. Rick Wormeli defines differentiating

instruction as, ‘a collection of best practices strategically employed to maximize students’

learning at every turn, including giving them the tools to handle all learning activities

they are presented with (p. 6). Wormeli (2010) bases the premise of differentiation upon a

‘whatever’ works approach to increase student learning (p. 6). If teachers embrace this

approach to lesson instruction students will be given a variety of tools to increase their

individual level of success. The following list provides some examples on how this may

be achieved: allowing for extra time to complete an assignment, adaptive seating, sensory

or movement break(s), student groups or a quiet working space. Alberta Education’s

definition adds more detail. Differentiated instruction is a philosophy, and approach to

teaching where teachers actively work to support the learning of all students by offering

targeted instruction, flexible and thoughtful planning along with strategic methods of

assessment (Alberta Education, 2010, p. 2). Embedded in differentiated instruction is a

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principle that offers multiple pathways to learning, where all students are engaged and

successful each and every day (Alberta Education, 2010, p. 3). The advantages for

utilizing the differentiation approach are significant, but most importantly differentiation

is about helping students understand, show progress, articulate their strengths, challenges

and interests (Alberta Education, 2012, p. 3) while maintaining their unique

characteristics and personalities in a thoughtful, meaningful way. Through the use of

differentiated instruction teachers have the opportunity to freely adjust their teaching

method and approach to best meet the learning styles of their students. Differentiation is

not structured as a method of instruction that requires a set of ‘rules’ to be followed

resulting in a beginning and end point. The most significant advantage to differentiation

is that its main focus is the student and not changing how a student learns and explores

the world. Differentiation allows students the freedom to embrace their own learning

style while reaching for the prescribed curricular outcomes. There is no other method of

instruction that focuses so highly upon collaborative student participation and

engagement. Therefore, differentiation is the most useful and promising approach

educators should use to fully develop and become truly inclusive.

8 Moving Forward

“Inclusion is a way of thinking, a way of being, and a way of making decisions about helping everyone belong”

Julie N. Caustion-Theoharis

As it has been examined throughout this paper inclusive education is a shift in

attitude, teaching style, and practice. It is also a movement away from a dual education

model that keeps mainstream and special education separate from one another. Inclusion

means that all children regardless of ability or disability are provided the same

educational opportunities as their peers and given a chance to develop and nurture

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individuality and to create meaningful relationships. In order to establish and maintain

inclusion educators should look toward utilizing differentiated learning instruction as the

main source of implementing inclusive practice into their classroom and schools. Change

is possible, if the benefits and continual progress is monitored and explained to all

members concerned. Inclusive education is about making a difference for all our children

so they grow to become citizens that are concerned, tolerant, accepting and diverse.

Learning to embrace your own individuality and accept others open up the door of

possibility. Our children deserve the opportunity to become the best they are and allowed

the right to embrace the differences amongst us all. Acceptance is a lifelong process and

this must never be forgotten!

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