NEW on Inclusive Education!

ieclogoInclusive Education presents three new articles:

Gilham, C. & Williamson, W.J (2014).  Inclusion’s confusion in Alberta.  International Journal of Inclusive Education 18(6), 553–566

This article explicitly examines a six year tracking of Alberta Education’s series of reforms relating to inclusion.  The authors indicate that Alberta Education still claims to be committed to inclusion, however has moved from a disability and coding system, formerly known as “Action on Inclusion” to what is now being identified as “Diversity”, with steps towards an inclusionary school system.   Major obstacles to this plan are identified and discussed.

Read the full article here!

Tétreault, S., Freeman, A., Carrière,M.,  Beaupré, P., Gascon, H.,  & Marier Deschênes, P. (2014). Understanding the parents of children with special needs: collaboration between health, social and education networks.  Child: Care, Health, and Development 40(6), 825 -832.

This qualitative research study takes place in the province of Quebec.  The researchers use interviews with parents of children with disabilities, social maladjustments or learning difficulties to evaluate parents perspectives of the implementation of complementarity of services between health and social service, and education networks.  In addition, the study explores how this implementation affects children with special needs and their families. Findings indicate that school inclusion of children with special needs remains a challenge for all societies.  However the researchers denote the intention of the Quebec government to promote an alliance between health and social services and education holds significant possibilities for benefitting children and their families.

Read the full article here!

Thompson, S.A., Lyons, W., & Timmons, V. (2014) Inclusive education policy: what the leadership of Canadian teacher associations has to say about it.  International Journal of Inclusive Education

Researchers from Saskatchewan conducted this nationwide study as part of the Canadian Disability Policy Alliance to explore the extent to which Canadian provincial/ territorial teacher association leadership personnel were aware of inclusive education legislation and policy.  Results indicated a strong awareness and support for inclusive education policy, contingent upon adequate resourcing.  The study explores this finding and discusses the implications these attributes may have on inclusive education.

Read the full article here!

In other news…

A ‘feel good’ feature story about a partnership between Alberta Association for Community Living and a program called “Campus Connections” at MacEwan University, which focuses on inclusive support for students with developmental disabilities in post-secondary settings.

Read the full story here!