Workbook final

The policy document furthermore includes a number of Appendixes, among which one deals with definitions,

another entails an Individual Programme Plan Report Template and a third explains Inclusion - Supporting all

Students.

NNOVATION

According to a study by the National Council on Special Education of Ireland of 2014, comparing different international

approaches to inclusive education, in Nova Scotia – like in some other countries - full or near mainstream

placement/neighbourhood school principle (in principle or practice!) exists. Furthermore, to select their indepth case

studies, of all countries screened Canada (Nova Scotia), Norway, and Italy had provision driven by a policy principle that

positions the vast majority in mainstreams schools. The study highlighted as interesting features that Canada (Nova

Scotia) has integrated service schools providing insight in to multiagency working and operates the neighbourhood

school principle. In addition, the study underlined that the three tier model within schools does seem more inclusive

than the other models in Norway and Italy, i.e. the least inclusive option is still very inclusive (in class with pull out for

specific tasks), and that there are no separate special schools or units. Furthermore, the study revealed that all countries

screened, even Norway and Italy, have some separate provision; Canada (Nova Scotia) is the only country not to have

any publicly funded special schools. Therefore all teachers should undertake an inclusive education model in training

(Nova Scotia). In sum, Canada (Nova Scotia) appears to be the nearest to full inclusion of the countries studied: there

are no separate special schools and all children are in mainstream classroom all or some of the time.

ACTS ON

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DDITIONS FROM THE

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1. Nova Scotia does not to have any publicly funded special schools.

2. All children are in mainstream classroom all or some of the time.

The core services ratios are as follows: Speech-language pathologists: 1:1500 by the 2008–2009 school year;

School psychologists: 1:2000 by the 2008–2009 school year; Student services co-ordinators 1:3500; Guidance

counsellors at a ratio of 1:500; Resource/learning centre teacher allocation of 1:150.

4. All teachers should undertake an inclusive education model in training.

There a programme of special grants allocated for the education of children with special needs for school boards.

6. Grants for accessibility of schools

ACTS ON

UTCOME

MPACT AND EFFECTIVENESS

According to the Report of the Minister’s Panel on Education of 2014, the existing students supports were

judged as adequate and were valued by respondents, but access should be improved, there should be far more

supports available, more resources are needed, more work needs to be done on mental health and problems

with the current inclusion model have to be addressed. The Summary outlined that due to lack of resources the

policy of inclusion is not working and students with complex needs may be better served outside the standard

curriculum; much more funding is needed in the schools and classrooms, especially in terms of supporting