INCLUSIVE EDUCATION IN CANADA: TERMS AND CONCEPTS

The concepts of “inclusion”, “inclusive education” takes different meanings depending on the context affected by the country's economic situation, traditions, social conditions, and globalization process. This study focused on many definitions of inclusion and inclusive education identified in provincial and territories' education acts in Canada. These definitions underscored every students' participation that created an environment where “every person belongs, involved, appreciated, and safe.” At the end of the 1980, inclusive movement originating from the social justice movement was considered to mark the appearance of the inclusive education model. Progressive Canadian scientists believe that inclusion in Canada accentuates child centered approach where differences are taken as a resource, not a drawback. This approach leads to the definition of inclusion as “the possibility of complete meaningful integration” in Alberta, “principle and the right to equal access” in British Columbia, “philosophy, vision and belief in Quebec, “mode of thought” in Manitoba, “attitude , values” in Nova Scotia, “union of ideas and philosophy” in New Brunswick. Inclusive education is conceptualized as “a way of thinking and action” in Alberta, “opinion” in Nova Scotia. The education system as a service system is characterized by the actions verbs, including “ensure”, “embody”. Common concepts that define “inclusion” and “inclusive education” prove the similarity of these concepts. Research findings of inclusive education in Canada allowed us to conclude that: numerous regulations in 10 provinces and 3 territories of Canada demonstrate independence in developing inclusive policies. Although all the definitions accentuate social justice, every province and territory make different emphasis on implementation strategy and organization of inclusive education services. What is more, the definition of inclusive education leads to the conclusion that the model of inclusive education is fully implemented in New Brunswick and the territories, because the idea of inclusion is combined with the practice of evaluating the students' strengths rather than on their disability. The rest of the provinces are making great efforts to implement inclusive education model. Furthermore, the term “inclusion” is constantly evolving: at the end of the 1980s the concept was used to define students with disabilities, however, today it refers to all forms of diversity. Finally, the inclusive education development is monitored by many governmental and independent organizations, emphasizing the priority and importance of inclusive values for Canada.