Inclusion and equity in education: Current policy reform in Nova Scotia, Canada
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Inclusion and equity in education: Current policy reform in Nova Scotia, Canada Jess Whitley1 · Trista Hollweck1
© UNESCO IBE 2020
Abstract This article aims to explore the context of inclusive education policy in Canada, and to highlight the particular case of inclusive education policy reform in the province of Nova Scotia. As with most other provinces and territories, inclusive education policy in Nova Scotia has broadened to include a lens of equity, with a focus on not only students with special education needs, but all students – particularly those most often marginalized by and within Canadian school systems. The article reflects on the first phase of the developmental evaluation process which took place prior to full implementation of the policy. Four interconnected key themes emerge: 1) the shifting roles and identities for educators and specialized staff; 2) the changing roles of classroom teachers; 3) the importance of support to ensure effective universal and differentiated classroom practices; and 4) the professional learning of school staff. Although situated within the Nova Scotian and the national Canadian context, the discussion and implications can readily be applied to international systems engaged in developing and implementing broad inclusive education policy. Keywords Inclusive education · Educational policy · Policy reform · Developmental evaluation · Canada · Nova Scotia Inclusive education has, for many years, been viewed as a global goal for education systems. It has been 26 years since international participants came together in Salamanca, Research for this article was supported by a research contract awarded to the first author by the Nova Scotia Department of Education and Early Childhood Development. * Jess Whitley [email protected] Trista Hollweck [email protected] 1
Faculty of Education, University of Ottawa, 145 Jean‑Jacques‑Lussier Private, Ottawa, ON K1N 6N5, Canada
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Spain to discuss policy shifts required to promote inclusive education. They concluded that: Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system. (UNESCO 1994, p. 3) An inclusive education system weaves equity into all elements and processes framed by a belief that diversity, be it based on ability, racial, cultural or linguistic communities, socioeconomic status or gender identity, is valued and that a quality education for all students is a human right (UNESCO 2017). Slee (2019) further describes its role in promoting democracy and belonging for students, particularly those most often excluded from educational and broader communities:“…inclusive education embraced a commitment to dismantling exclusions that formed the foundation
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