ERIC ED341224: Changing Canadian Schools: Perspectives on Disability and Inclusion.

329 Pages·1991·14 MB·English

by  ERIC

DOCUMENT
EC 300 899
ED 341 224
Porter, Gordon L., Ed.; Richler, Diane,
Ed.
AUTHOR
on Disability
Changinc; Canadian Schools: Perspectives
TITLE
and Inclusion.
G. Allen Roeher Inst., Toronto (Ontario)
INSTITUTION
ISBN-1-895070-00-7
REPORT NO
PUB DATE
91
NOTE
330p.
The Roeher Institute, Kinsman Building, York
AVAILABLE FROM
University, 4700 Keele St., North York, Ontario M3J
1P3, Canada ($24.00).
Collected Works - General (020)
PUB TYPE
MF01 Plus Postage. PC Not Available from EDRS.
EDRS PRICE
Child Advocacy; Delivery Systems; *Disabilities;
DESCRIPTORS
Educational Change; Educational History; *Educational
Philosophy; *Educational Policy; Educational
Practices; Educational Trends; Elementary Secondary
Education; Foreign Countries; Legal Responsibility;
*Mainstreaming; *Parent Participation; Program
ImpleDentation; Social Integration; Teacher Role;
*Teaching Methods
*Canada
IDENTIFIERS
ABSTRACT
The 15 papers in this collection present a Canadian
perspective on providing services to children with disabilities in
regular classes and schools. The papers are grouped into three
sections: Philosophical, Legal and Historical Overview; Parent and
Self-Advocacy; and Innovations and Practical Applications. Chapters
have the following titles and authors: "Changing Special Education
Practice: Law, Advocacy and Innovation" (Gordon L. Porter and Diane
Richler); "Inclusive Education as Social Policy" (Diane Richler);
"Education: A System of Social Disempowerment" (Marcia H. Rioux);
"Access to Equality in Education: The Power of Parents" (S. Dulcie
McCallum); "Principles of Change: A Parent's Perspective on the
Education System" (David Jory); "The Road to Inclusion: One Family's
Story" (Alene Steinbach); "A Will To Learn; The Experiences of a
Self-Advocate in the Education System" (Marcia Marcaccio); "The
Methods and Resource Teacher: A Collaborative Consultant Model"
(Gordon L. Porter); "Leading the Way: The Role of School
Administrators in Integration" (Darlene E. Perner); "The Role of the
Classroom Teacher" (Margaret Murray); "Implementing Multi-Level
Instruction: Strategies for Classroom Teachers" (Jean Collicott);
"Problem Solving Teams; A Thirty-Minute Peer-Helping Model" (Gordon
L. Porter et al.); "Student to Student: Curriculum and the
Development of Peer Relationships" (Julie Stone and Charlotte
Campbell); "Beyond Behaviour: A Case of Social Intervention
Strategies for a Student with Challenging Behaviours" (Brian Kelly
and Jeff den Otter); "On Campus: Integrated Post-Secondary Education"
(Melanie Panitch). (80 references) (DB)
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EDITED BY GORDON 1.. PORTER AN&-DIANE R1CHLER
WITH A FOREWORD BY
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DR. G. MICHAEL FULLAN
DEAN, FACULTY OF EDUCATION
UNIVERSITY OF TORONTO
-PERMISSION TOREPRODUCE THIS MAMMAL
IN OTHER THAN PAPER COPY HAS BEEN
GRANTED BY
ROEHER
ID
RESOURCES
EDUCATIONAL
THE
INFORNURION CENTER (ERK:)."
Changing Canadian Schools
ON DISABILITY AND INCLUSION
PERSPECTIVES
edited by
Gordon L. Porter and Diane Rich ler
with a preface by
Dr. G. Michael Flu llan
Dean, Faculty of Education
University of Toronto
The Roeher Institute
3
Copyright © 1991, The Rasher Institute
All rights reserved. The use of any part of this publication repro-
duced, transmitted in any form by any means, electronic, mechani-
cal, photocopying, recording or otherwise, or stored in a retrieval
system, without the prior consent of the publisher is an infringe-
ment of the copyright law.
Canadian Cataloguing in Publication Data
Changing Canadian schools: perspectives on disability
and inclusion
Includes bibliographical references.
ISBN 1-895070-00-7
Issued also in French under the title: Reformer les &vies
canadiennes : Perspectives sur le handicap et !Integration.
1. Mainstreaming in education - Canada. 2. Mentally
handicapped children - Education - Canada
I. Porter, Gordon L. II. Richler, Diane.
UI. G. Allan Roeher Institute
LC4634.C53 1991 371.92'806'0971 C91-094767-8
The Roeher Institute
Kinsmen Building, York University,
4700 Keele Street, North York, Ontario, Canada
M3J 1P3
[phone]
Marcia H. Rioux
Institute Director:
Gordon L. Porter and Diane Richler
Editors:
Laura Code
Publications Editor:
Victor Salus
Desktop Publishing:
This publication was prepared with financial
support
from the Department of National Health and Welfare,
Social Service Programs Brunch.
5
The Roeher Institute
Canada's National Institute for the Study of Public Policy
Affecting Persons with an Intellectual Impairment
The Roeher Institute has two mAjor goals:
the
*to identify and anticipate future trends that will support
and contribution of
presence, participation, self-determination
their communities;
persons with an intellectual impairment in
thinking
*to foster the exchange of ideas leading to new ways of
about persons with an intellectual impairment
The Institute conducts, sponsors and publishes research in a wide
policy and funding, on
range of areas, with a major focus on public
studies of innovative social programs and on the development of
policy alternatives. It offers training programs and workshops
integrated education, post secon-
across Canada on topics such as
dary education, leisure, employment, and alternatives to intrusive
methods of behaviour modification. Through its Information Ser-
vices, which include a library, a book and film distribution service,
and a computer accessible information system, The Institute pro-
vides up-to-date information to the public, professionals and com-
publishes the quarterly magazine
mu ni ty groups. The Institute also
entourage.
The Roeher Institute is sponsored by the Canadian Association for
Community Living, a voluntary organization bringing together
provincial and territorial associations
over 400 local and twelve
working on behalf of persons with an intellectual impairment.
For more information about The Foeher Institute, please contact us
at:
IGnsmen Building, York University, 4700 Keele Street,
North York, Ontario, Canada M3J 1P3 [phone]
To the families (parents, siblings
and students them-
selves) who have struggled for
access to and equity in
school and community and from whom
we have learned
so much; and to the teachers and educators who have
accepted the challenge and turned
vision into reality.
-1
1
Table of Contents
Preface
Introduction
SECTION ONE: Philosophical, Legal and
Historical Overview
7
Chapter 1: Changing Special Education Practice:
Law, Advocacy and Innovation
Gordon L. Porter and Diane Richter
9
Chapter 2: Inclusive Education as Social Policy
Diane Richter
35
Chapter 3: Education: A System of Social
Disempowerment
Marcia H. Rioux
49
Chapter 4: Access to Equality in Education:
The Power of Parents
S. Dukie McCallum
61
SECTION TWO: Parent and Self-Advocacy
73
Chapter 5:
Principles of Change: A Parent's
Perspective on the Education System
David doly
75
Chapter 6:
The Road to Inclusion: One
Family's Story
Alene Steinbach
89
Chapter 7:
A Will to Learn: The Experiences of a
Self-Advocate in the Education System
Marcia Marcaccio
101
SECTION THREE: Innovations and Practical
105
Applications
Chapter 8: The Methods and Resource Teacher:
A Collaborative Consultant Model
107
Gordon L. Porter
Chapter 9: Leading the Way: The Role of
School Administrators in Integration
155
Darlene E. Perner
Chapter 10:The Role of the Classroom Teacher
173
Margaret Murray
Chapter 11: Implementing Multi-Level Instruction:
Strategies for Classroom Teachers
Jean Conical
191
Chapter 12: Problem Solving Teams:
A Thirty-Minute Peer-Helping Model
Gordon L. Porter, Mary Wilson
219
Brian _Cel ly and Jeff den Otter
Chapter 13: Student to Student: Curriculum and the
Development of Peer Relationships
239
Julie Stone and Charlotte Campbell
Chapter 14: Beyond Behaviour: A Case of Social
Intervention Strategies for a Student
With Challenging Behaviours
257
Brian Kelly and Jeff den Otter
Chapter 15: On Campus: Integrated Post-Secondary
Education
281
Melanie Panitch
The Roeher Institute Information Services
Annotated Bibliography on Integrated Education
295
329
Editors and Contributors
9
i
Preface
As someone interested in issues of social reform and strategies
for change, I feel it is a special privilege to write this preface
for Changing Canadian Schools.
This is a very well balanced, thorough, and practical book.
Its chapters contain clear analysis of all the roles involved in
changing special education practices. It provides perspectives
and insights from the points of view of parents, adminis-
trators, regular classroom teachers, special education re-
source teachers, consultants and school boerd stea, and more.
Personal stories and case studies make the reading interest-
ing, poignant and rich. Larger scale analysis and synthesis
are
also provided on the law, policy making and policy content.
The book contains many ideas for strategies and practical
suggestions for success. It combines advocacy with insight,
and demonstrates that both will (persistence) and skill (good
strategies) are needed for success. There is no other book of ita
kind in Canada that provides such a timely and comprehen-
sive account of the state-of-the-art of special education reform.
Special education reform represents just about all the
issues involved in bringing about educational reform. The
existence of significant social needs even when combined with
a
legislation is not sufficient to achieve reform. We know flom
CHANGING CANADIAN SCHOOLS
1 U