Page Content
Take action on inclusive education
About 25 years ago, integration of students with special needs into regular classrooms was introduced around the province. Before that time, students with special needs were taught in separate classrooms by teachers who had a breadth of knowledge, perspective and experiences in this area, and in every special education class teacher assistants provided support to both students and teachers.
In my jurisdiction, we had an associate superintendent in charge of special education who convinced teachers that integration was a good move for all children. Most teachers supported his direction. We trusted him; we knew he made decisions in the best interests of students and based them on sound research. And we understood that integrating students was not a cost-saving measure; in fact, we knew it would cost more.
When integration was introduced in the late 1980s, societal expectations were different than they are today. The majority of students came to school ready to learn and class sizes were reasonable. Students with special needs were integrated into certain classes and were accompanied by full-time assistants. One or two students whose special needs were appropriately integrated into a couple of classes each day did not add greatly to teacher workload. In fact, teachers welcomed the opportunity for students to learn from each other and to become part of the broader community. The students made new friends and the entire class benefited from the experience. The majority of learning needs for students with special needs were met in their classrooms. Generally speaking, it was good for everyone.
Fast-forward to 2012. Alberta’s Education Minister Thomas Lukaszuk, in his 10-point plan released in January, failed to even mention special education or Setting the Direction, which was launched in 2008 with a mandate to create a new framework for special education in Grades 1–12. The proposed framework included directions for building an inclusive education system that met the needs of all students.
We have been waiting for decisions on this file ever since the government published its response to Setting the Direction Framework in June 2010. We have consulted with our education stakeholders, yet we have heard nothing from government. We have a vision and a mission—it’s time for action.
In early February 2012, the minister said that Alberta is shifting to an inclusive education system, even though teachers have been trying to make inclusive education work for decades. Students with special needs, non-English speaking students and behaviorally disordered children have been placed in overcrowded classrooms, in many cases, with little or no support or resources. I speculate that many of our members and most school board trustees do not remember when special education students were well-supported, which explains why many of our members probably think that today’s situation is normal. It isn’t! In fact, we are doing a disservice to these children and to society. These students are vulnerable and must have their complex learning needs addressed by a team of experts.
The Alberta government’s 2012 education budget will provide additional funding to support special education. Funding will be available under yet another new formula. Working out this new formula with school districts will take time and possibly delay the shift to inclusive education.
It is time to take bold steps forward on inclusive education. Students, parents and teachers are waiting, and patience is wearing thin.
