| ID: |
HARP-176 |
| Title: |
Setting right the delusion of inclusion: implications for Canadian schools |
| Source: |
Canadian Journal of Education, v.23(3) Summ’98 pg 251-264. |
| Parties: |
|
| Dispute Resolution Organ: |
|
| Year: |
1998 |
| Pages: |
0 |
| Author(s): |
|
| Keywords: |
Canada, economic, social and cultural rights, human rights, legislation, educational rights, education |
| Abstract: |
Canadian schools have been subject to considerable pressure over the past few decades to adopt educational practices that support inclusive education. Accordingly, change initiatives in this direction are readily apparent in our schools in every province and tern tory. Despite this seeming progress, many students, their parents, and educators are openly concerned about quality and equity in contemporary education. Given these concerns, I argue that before authentic progress toward inclusion can be realized, three key areas of education practice need to be reviewed and transformed. I outline the problems and paradoxes associated with policy, organization, and legislation on the education of students with exceptional learning needs, and discuss implications for Canadian schools and for faculties of education in particular. |
| Secured: |
False |
| Download Article: |
Available here |
Keywords: Canada, economic, education, educational rights, human rights, legislation, social and cultural rights
