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ERIC Number: EJ997329
Record Type: Journal
Publication Date: 2012
Pages: 30
Abstractor: As Provided
Reference Count: 145
ISSN: ISSN-1918-5227
Canadian Schools in Transition: Moving from Dual Education Systems to Inclusive Schools
Lupart, Judy; Webber, Charles
Exceptionality Education International, v22 n2 p8-37 2012
This paper provides a synthesis of educational reforms in Canadian schools over the past century to present times. The unique emphasis is to document the broad movements of change in both special and regular education. We begin our analysis with a detailed discussion on the many meanings of school restructuring and highlight the ongoing nature of school reform. Following a selective chronology of general and special education reform, we attempt to capture what appear to be the key features of school reform and progressive inclusion. The numerous obstacles to school reform are outlined and the evolving roles of those most centrally connected with the school culture--teachers, students, and parents--are reviewed. Several conditions for successful change are presented and the adoption of a balance of interests, policies, principles, and practices is recommended along with a transformation from dual systems to a unified system of education for all students. Regular and special educators are the professionals who must make school transformation reflect excellence and equity in our Canadian schools, and all available resources and support need to be deployed to this end. (Contains 2 footnotes.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act