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The Road To Inclusive Education Educ 703: Micro Level Change Individuals and Classrooms
The Road To Inclusive Education Educ 703: Micro Level Change Individuals and Classrooms
Development of inclusive
education is classified into three
levels: a.micro, b. mezzo, c.
macro
Considerable expertise and
knowledge are developed to
achieve successful inclusive
practices.
MEZZO MACRO
School Law,
community policy, • Research on inclusive education makes
education Macro cultural
clear that change is needed at all these levels
system
levels to address the systemic barriers that continue to
hold back progress. (Peters, 2004)
Mezzo
• A series of ‘North-South Dialogues
Peters (2004) Inclusive Education’ convened in
India by the National Resource Centre for
Inclusion-India between 2001 and 2005 also
used these three levels to reflect on the
Micro process of systemic change for inclusive
education – with advocates, educators,
MICRO researchers, and policy makers from countries
Individual,
classroom levels of the north and south.
MEXICO
NEW ZEALAND
MALAWI
BARRIERS
CANADA
- Inclusive Education has been mandated by provincial legislation in New Brunswick since
1986. The province had gradually accepted more responsibility for educating students
with disabilities over the previous few decades. But in the early 1980’s special classes,
special schools failed to assure equity or service to many children.
- 1982 – 1985 - Canadian Charter of Rights and Freedoms
- Legislative Assembly unanimously passed Bill 85 in 1986. It addressed the equality and
procedural issues for educational practice that flow from the Charter. The closure of the
W. F. Roberts Hospital School, a children’s institution, in 1985, and the dismantling of the
Auxiliary School System followed. The result was strong legislative and policy support
for inclusive education in one of Canada’s smallest provinces.
- District 14 based in Woodstock helped move inclusion from a concept and theory to a
practical reality.
- 2007- New Brunswick Human Rights Commission developed and published a ‘Guideline
on the Accommodation of Students with Disabilities” in public schools. The “Guideline”
provides a legal and human rights framework for assuring equality and inclusion in
educational services
- New Brunswick provided a positive model of system-wide implementation of inclusive
education in Canada, and indeed for other countries for more than 20 years. The success
of the effort has been recognized by officials at the OECD as well as UNESCO