Through research, consultations and conferences IEC has found that there exists broad policy commitments to inclusive education in provinces/territories across the country, but the knowledge base and commitment is extremely localized – in particular schools, communities, principals, and teachers.

Within the same urban area, schools that fall within the same educational jurisdiction and policy framework, show incredibly divergent practices and experiences with respect to inclusive education. Where one school has strong leadership, commitment, and practice; another down the street shows little commitment, and systematically practices exclusionary approaches.

Our challenge as Canadians for inclusive education is to turn local knowledge, information, and capacity into systemic capacity for inclusive practice.