Achieving excellence and equity in Canadian schools

A lecture by Judy Lupart

When: 18 February 2008, 12.30 - 2pm

Where: Lecture theatre G23, Education Building 6, Clayton campus, Monash University

Presenter: Judy Lupart, Professor and Canada Research Chair in Special Education, from January 2003, in the Department of Educational Psychology at the University of Alberta (more about Judy).

Abstract:

Download paper (pdf 244Kb)

For too long Canadian schools have been chasing the notion of a standard “one size fits all” approach within our public education systems. Though students with obvious disabilities were generally excluded from public education for the first half of the century, all others were expected to meet some sort of “minimal standard.” As the public education systems grew and developed over the ensuing decades, it was gradually recognized that standard curriculum, standard achievement, and standard outcomes were not appropriate for a considerable portion of students attending community schools. Consequently, existing systems were reconfigured to allow schools to “decouple” certain students who were deemed to be at-risk for failure in the school. Beginning in the 1960s, all Canadian schools adopted programs and policies to promote the “special education” of children with exceptional learning needs. Special programs, specially trained teachers, special instructional techniques, and special educational services were developed and proliferated.

Consequently, schools have evolved to include a dual approach to education; one for students with exceptionalities, and one for all other “regular” students. These separate systems appeared to serve the needs of students in a satisfactory way, until certain conflicting realities became widespread around the 1980s. Decreased funding, limited resources, rising expectations, increased accountability, and calls for equity and excellence were all instrumental in creating a swelling tide of dissatisfaction in public schools, and a negative impression of the quality of education for all students in general, and students with exceptional learning needs in particular. Although the calls for reform in the education of children with exceptional learning needs have been primarily directed toward increased equity and inclusion, it would seem that the message has not been well understood in regular education. There is a continuing, lingering, resistance to adopt authentic inclusive education practice in community schools and regular classrooms. The problems and issues this creates are not only limited to what happens in the schools. Unfortunately the long term disadvantages and risks for individuals who are identified as special needs and removed from the general education classes and programs are magnified when the individual leaves the public education system and begins the transition to adult family, career and community life roles.

In this paper, the arduous advances in the progressive inclusion of students with exceptional learning needs in regular education classrooms and community schools are traced over the past century. The serious gaps in the education of students with special needs that put them at great risk for failure in our schools and ultimately in our society are reviewed. The research and literature covering the relevant efforts of teachers and other support professionals will be reviewed and summarized. In addition, there will be a focus on the need for effective transition practices and procedures, to ensure that all students have the opportunity to develop their abilities and talents to the fullest extent. Finally, I will provide an analysis of some of the current most promising practices for successful inclusion in neighborhood schools and the community.