The education system in Ontario is created to exclude Disabled people and other marginalized groups. Instead of building an environment for disabled students to thrive, they are instead viewed as incapable and as a burden on the system. Under the current special education model, disabled students are segregated instead of included. Exclusion of…

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy…

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban…

If our students are to be prepared for the demands of the 21st century, we must find ways to meet their educational needs. We have increasing numbers of students with special needs, in particular a dramatic increase in students identified with Autism Spectrum Disorder. In 2009-10 there were 2,548 more of these identified students than five years…

The third of five volumes on the means by which Canadian communities can reduce the incidence of mental retardation, minimize existing impairment, and improve the quality of life of the mentally retarded, this booklet focuses on the education of handicapped children and the value of integration with non-handicapped peers in the home and community.…