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Questions and Answers
1. Are children with disabilities included in the intention for learning for all students in the public school system in Nova Scotia?
All children attend school for the purpose of learning so they can become productive successful contributing adults in their communities. However, in the actual experience of many families, the actual practice of inclusive education for students who have disabilities is very inconsistent and unreliable.
2. Are children with disabilities better off and able to learn more in separate classes and Learning Centres?
"Special education placement for students with disabilities has failed to demonstrate substantive advantages over regular classes despite lower teacher-pupil ratio and specialized teaching. Special Education has not proven to be academically and socially stronger than would regular class placement." (Bunch & Valeo, 1997)
3. Does inclusive schooling benefit children with disabilities? How does inclusive schooling benefit all other children?
The 'average' child is a myth; all children are individuals and each brings their unique combination of strengths, needs and learning styles into the classroom. Inclusive schooling benefits all children academically by providing learning for each child that acknowledges what he/she already knows and how he/she learns best. This works whether your child has a disability, needs help in one subject or skill, is considered 'average' or needs extra challenge. All children benefit socially as an inclusive school community is one where all contribute, all are accepted and all are valued for who they are.
4. Does including children with disabilities cost more than segregating them in Learning Centres or separate classes?
"Research is beginning to demonstrate that in both the short term and long term inclusive education is less costly." (Bunch, 2002, Atlantic Consultation on Inclusion) "The idea of resources outweighing children and of individual teachers determining if a child is maintaining acceptable pace in learning is not one which is acceptable. Without argument, necessary resources should be available and teachers should always be evaluating progress, but resources and lockstep progress with other students are not the deciding considerations. Making them so demeans both teachers and students." (Bunch & Valeo, 1997)
5. Can inclusive education be accomplished only with increased funding?
No! The entire education system is under funded and more money would be beneficial, however, we must ensure that current expenditures are effective. A change in thinking, attitude, and the use of the resources we already have can accomplish an inclusive school system for all children.
6. What will it take/what needs to change in order for inclusive schooling to be practiced in the current social, fiscal and political climate?
Parents must demand
- Real accountability in our system.
- A change in the attitude of many of our administrators and educators to enable them to take on their responsibilities, to focus on what can be done as opposed to finding excuses not to try, to provide training/information sharing opport- unities, and to develop real partnerships with parents.
7. Is it just parents of children with disabilities who can make that happen?
No! Inclusive education is good teaching practice that benefits all children. Therefore, all parents can and should participate to improve the education system that serves us all.
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