| Abstract: | Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and
improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational
reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion
are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions
that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at
all levels is required...’ (Fullan, 1991b).
Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district
level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers
and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The
commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so
doing, we can achieve better results for students with special needs while simultaneously creating more effective schools
for all students.
A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock,
New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes
for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted
training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education
of the International League of Societies for the Mentally Handicapped. |
