Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community consciously evolves to meet the changing needs of its members.
Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of full citizenship.
In Alberta, we embrace inclusion as a means of enhancing the well being of very member of the community by working together, we strengthen our capacity to provide the foundation for a richer future for each of us.
Core Values and Beliefs
- All students are capable of learning and deserve a meaningful curriculum.
- Quality instruction requires ongoing access to inclusive environments.
- All students have the right to appropriate educational programming.
- The provincial curriculum is the starting point for educational programming.
- Pursuing valued life outcomes informs the selection of curricular content.
- Family and student involvement is a cornerstone of educational planning.
- Collaborative teamwork is essential to quality education.
- Coordination of services ensures that necessary supports are appropriately provided.
- All students have individual abilities and needs.
- All students want to feel they belong and are valued.
- All students come from diverse backgrounds and want their differences to be respected.
MHCBE Inclusive Education Vision
"You've got to think about big things while you're doing small things, so that all the small things go in the right direction." (Alvin Toffler)
- All students attend their neighborhood school (or school they would choose based on programs related to strengths, talents or interests).
- All students are assigned to age-appropriate general education grades and classes where they learn alongside their nondisabled peers.
- All students are achieving as well or better than before implementing inclusive practices.
- Special education and/or related services are provided within the framework of the general education curricula and in general education classrooms or other common spaces in the school.
- Collaborative planning by the classroom teacher and special educator and other service providers.
- Lesson plans that are differentiated for a variety of learners that engage all students in learning.
- Continuum of supports and services to facilitate each student’s participation and learning.
- Specialized modifications and behavior supports provided for students with more significant needs.
- All students and adults demonstrating respectful behavior and positive social interactions.
- Awareness and acceptance of inclusive practices by the general community.
- Schools where all children and adults feel good about themselves.
- Persistence in problem solving approaches that break down barriers to learning and result in each student’s success. Adopt a “zero-reject” approach.