Frequently Asked Questions
What is an inclusive education system?
In an inclusive education system people make decisions that take into consideration each student. Some people tell us that we have schools that serve “regular or typical students” but do not do a good job for other students. They say we haven’t created clear pathways for each student.
When we think about each student we must consider different definitions of student success. An inclusive education system does not mean everyone attends the same type of school, rather it means we create education settings where each student finds success.
Does an inclusive education system consider early childhood education (ECS)?
Yes. Children, youth and their families are the central focus of this work. Building an inclusive education system means building a system that takes into consideration all children, youth and their families and provides opportunities for them to be successful.
How long will it take us to shift into an inclusive education system? My child will be completing high school in five years – will he experience the shift while he’s a student?
The Government of Alberta has identified important factors we need to take into consideration when shifting to an inclusive education system:
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Identifying what success looks like for each student
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Deciding what students need to be successful
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Identifying what services are available and who is providing them
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Providing supports through cross-government services
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Measuring success for all in traditional and new ways
The approach also identifies strategies and supports that help to increase skill and understanding of how people can work together to support children, youth and their families.
Creating an inclusive education system means changing the way we think and the way we act; it is a cultural shift for many. When a culture shift occurs, it takes considerable time and thoughtful and careful planning to ensure success. Some people will notice changes immediately, while others may never really notice the changes occurring.
In September 2011, the first changes will begin to be put in place and will focus on helping people, and particularly educators, understand what they can do to support student success in inclusive environments. This is often referred to as building capacity. These changes will be well communicated, but implementation will be managed gradually. The Government of Alberta has learned that we must give the community opportunities to share their thoughts and suggestions before the change is more widely implemented.
I’ve heard that you’re going to get rid of special education codes. This is how my child gets his or her severe disabilities funding. Why are you eliminating special education codes and what will replace it?
There have been concerns about special education coding and whether it will continue to exist. Current special education codes provide the education system with information but that information is insufficient to help us shift to an inclusive education system. We need better information about students. Data collection will always be an important part of understanding the student population and the diversity in the classroom.
As implementation of an inclusive education system moves forward, special education funding will not be linked to existing special education codes; there will be funding in place to support school jurisdictions in providing programming supports to students. Data will continue to be collected to help understand student needs, and the data will support the development of alternatives to the current special education coding criteria.
This transition will be gradual and the current special education coding and funding model will be in place for at least one more year.
You’re getting rid of Individualized Program Plans (IPPs). This document provides me with confidence that my child’s needs are being met. How will I be able to advocate for my child without this document?
An Individualized Program Plan (IPP) documents a planning process for demonstrating how individual student needs are being met. Currently, parents can participate in this process, and this participation can help them feel more confident that their child’s needs are being addressed within the school environment. Without an IPP in place, parents might be concerned that the individual needs of their child will not be addressed.
The move to an inclusive education system requires us to rethink how people plan for a student’s success. The new inclusive education planning process, supported by the digital resource Inclusive Education Planning Tool, focuses on helping teachers change their practice to better meet the diverse learning needs of all students. The planning process offers teachers information and strategies on getting to know students, understanding the implications of medical conditions and disabilities on student learning, and identifying supports students need for learning. We can expect to see the requirements of our current IPP process change but these new requirements will provide the same or improved assurance that all children have appropriate educational programs that meet their individual needs.
Alberta Education is currently piloting the Inclusive Education Planning Tool that, for those schools using the pilot, replaces the IPP. What’s important to bear in mind is that this planning process incorporates most of the elements of the IPP. The one difference is that individual goals are replaced with supports and strategies matched to the child’s individualized strengths and needs. This new planning process continues to recognize and value parent input and participation.
This year my child lost his full-time educational assistant. We were told it was because the school jurisdiction is aligning with the provincial direction towards inclusion. My child still needs an assistant. Why is my child losing out on this support?
Staffing is a decision that is made at the local school authority level, which is in the best position to determine the needs and requirements of the students it serves. The school authority has flexibility in how they allocate funding based on the decisions they make. It is best to speak to your child’s school principal to discuss specific concerns related to staffing supports.
However, it is also important to have a conversation with your child’s learning team about what success looks like for your child. The classroom teacher should be able to describe the supports that help your child to be successful.
Implementation of an inclusive education system includes the development of a guide to the continuum of supports and services. This guide will help parents and teachers put into place supports and services as students need them. This work is in its earliest stages.
My child currently has access to a Speech and Language Pathologist and Physical Therapist through funding from Alberta Health and Wellness. Will an inclusive system prevent access to these types of supports?
It is important to have a conversation with your child’s learning team about what success looks like for your child. The classroom teacher should be able to describe the supports that help your child to be successful, including those provided by a Speech and Language Pathologist or Physical Therapist. The learning team likely includes your child’s Speech and Language Pathologist and Physical Therapist, who will be able to provide advice to your child’s teacher as well.
Implementation of an inclusive education system includes the development of a guide to the continuum of supports and services. This guide will help parents and teachers put into place supports and services as students need them. This work is in its earliest stages.
How will specialist assessments and recommendations be accommodated in an inclusive education system?
Quality educational program planning includes many forms of assessment done at many levels by a variety of professionals.
In the past, specialized assessment has often been used to help identify students who might be eligible for special education coding and funding. Delays in assessment may have resulted in delays in programming. The work of building an inclusive education system changes the key purpose of specialized assessment from funding eligibility to helping people plan appropriate education programs.
My child attends a designated special education private school. Will his school program cease to exist in an inclusive education system?
The goal of an inclusive education system is to provide all students with the most appropriate learning environments and opportunities for them to best achieve their potential. For some students it means grouped programs based on specific needs; for others it means being in class with their age peers and having their instruction modified within the Alberta Programs of Study. For others, it’s a mix of these two experiences or other options.
Within an inclusive education system, families will still have the opportunity to make choices among existing school authorities such as public schools, separate schools, Francophone schools, designated special education private schools, private schools, charter schools, and home education programs.
My child is currently in a program that I am satisfied is meeting her needs – I think it is inclusive. Will her program be in place next year?
This is a decision that is made at the local school authority level, which is in the best position to determine the needs and requirements of the students it serves. It is best to speak to your child’s school principal to discuss specific programs and the school authority’s plans for the next school year.
My child has been diagnosed with a disability that is severe. How can I be assured that he will receive the supports and services he needs in an inclusive environment?
As a result of the current process that supports identification of a student’s disability, Alberta Education has heard many parents express concern that their children will not be supported in an inclusive learning environment.
Students who have been diagnosed with a severe disability will continue to receive support within an inclusive education system. Education is working with the ministries of Health and Wellness and Children and Youth Services to find ways to develop a more seamless approach to the delivery of services within an inclusive education system.
Why is this inclusive education system taking so long to be put in place?
Creating an inclusive education system means changing the way we think and the way we act; it is a cultural shift for many. When a culture shift occurs, it takes considerable time and thoughtful and careful planning to ensure success. Some people will notice changes immediately, while others may never really notice the changes occurring.
The Minister of Education has made a clear commitment that nothing will be taken away or removed until there is something to replace it. And, this will not happen without providing opportunity for the community to have input into the replacement. Inclusive education requires us to consider each child as an individual. Caring about people this way, caring about their hopes and their concerns, takes time. This process is gradual.
In September 2011, the first changes will begin to be put in place in a limited number of school communities and will focus on helping people, and particularly educators, understand what they can do to support student success in inclusive environments. This is often referred to as ‘building capacity’. These changes will be well communicated, and will ensure we have time to learn from these first communities before we move to a province-wide implementation.
I am familiar with Alberta Education’s Standards for Special Education, Amended June 2004 and am comforted that this document assures me that my child will receive an appropriate program when following the identification of special education needs. How will this assurance continue to be provided to me in an inclusive education system?
The Standards for Special Education, Amended June 2004 will continue to be a standard that Alberta Education uses until there is a regulation or standard to replace it. A replacement standard or regulation would honour the assurances you currently experience and strengthen educational programs for all students.
Is there new funding to support an inclusive education system?
In the 2011/12 budget year, the Government of Alberta is providing $6.4 billion to support the education system. This represents $32 million invested in students every day.
$12 million was provided in Budget 2011 to support implementation of an inclusive education system. The Government of Alberta will provide school authorities with additional detail on how this funding will be allocated. It will also provide more general information on the leadership and guidance it will provide to support school authorities in their work to build an inclusive education system at a later date.
Access to supports and services offered through Regional Educational Consulting Services, Student Health Partnerships and the Children and Youth with Complex Needs Initiative will remain unchanged in 2011/12.
