Including Students with Special Needs: Two Landscapes

ISSN： 0726-416X

Source： Curriculum and Teaching, Vol.21, Iss.2, 2006-01, pp. : 21-39

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Abstract

Recent years have witnessed the emergence of inclusive schooling for students with special needs as the dominant issue in a range of national contexts. However, the philosophies and interpretation of inclusive schooling for students who are exceptional are not framed within a single paradigm but draw meaning in multiple ways, not the least being the existing educational terrain. Both ideologically and operationally, inclusion is complex, dynamic, and open to varied interpretations. It is important to address the complex dynamics underlying the philosophy of inclusion and explore the discourses that have framed the current thrust. To pursue this aim and to provide a frame for considering the impact of inclusion on the educational landscape, this article presents broad outlines of the inclusionary movement in two highly developed nations – Australia and Canada – with particular stress on developments in the state of Victoria and the province of Alberta.This analysis indicates that, despite the apparent diversity in inclusive education in Canada and Australia, a common goal is discernable. Both nations adhere to a notion of full opportunity which provides each student with the opportunity to develop to his or her potential. To reach this goal, special education is advancing new and intriguing philosophies and innovative practices and approaches. Nevertheless, although the general philosophy is advocated powerfully and simply, the interpretation of inclusion differs, the process is implemented in different ways, and major barriers continue to exist.