Student Diversity in Alberta: Inclusion for all

“An inclusive education system is one that takes responsibility for all students, focuses on their strengths, and emphasizes what they can do rather than focusing on their limitations. Inspiring Action on Education, June 2010, page 12

If we are still talking about inclusion, that means someone is excluded Humans are 99.9% similar Yet we tend to focus on differences

Why isn’t “special education” enough? “Alberta’s demographic picture continues to change, resulting in increased diversity within the province and the education system.” Inspiring Action on Education: A Discussion Paper, June 2010

WHO? WHY? HOW?

WHO are these diverse students in Alberta schools?

In an Alberta school of 500 students, we might expect to see…

25 students with learning disabilities 40 students with AD/HD

45 students who live below the poverty line 40 students whose first language is not English or French 25 students who are First Nations, Métis or Inuit (FNMI)

7 students with autism 5 students with FASD

At least 1 student with a physical disability 15 students with cognitive disabilities

8 students with severe behavioural/emotional disabilities 7 students requiring support for mental health issues

100 students who will not finish high school within 5 years

Diversity could also mean … Differences in: – background knowledge and experience – learning preferences – learning strengths – personal interests and motivation – levels of engagement

Diversity could also mean…

Alberta also has Diverse School Authorities!

Student diversity is NOT a static profile. We need to collect and use relevant data to inform future work.

All students In percentages 3-year High School Completion Rate

All students In percentages 5-year High School Completion Rate

WHO? WHY? HOW?

Meeting the needs of all students We need to think beyond students currently identified with special education needs.

Why consider a wider range of students? Current special education categories describe less than 10% of learners There is not a common understanding of these categories across the province: < 50% in 2008 Medical diagnoses do not necessarily provide implications for learning and instruction

Sykes, 2009 with permission

Diversity and Collaboration: The case of bees 35°C = optimal temperature for bee hives 2 behaviours: Too hot: fan out or leave Too cold: get closer

How diversity helps Genetically homogeneous bees: All get cold (or hot) at the same time. Genetically diverse bees: Get cold (or hot) at different temperatures. Temperature stabilizes.

Diversity and Problem Solving: Humans (Hong & Page, 2002) 2 Groups: 1.20 high IQ 2.Diverse 20 Problem-solving activity

The Groups by IQ score High Ability Group Diverse Group

And the winner is… “Most of the time” the diverse group outperformed the group of the best by a substantial margin. Hong & Page (2002)

WHO? WHY? HOW?

A3 Model: From Advocacy to Accessibility Adapted from: Schwanke, Smith & Edyburn, 2001

Theory of societal change

How can schools make the most of diversity? Students Pedagogy Curriculum Content Teachers

Rosado, 2006

Rosado’s Four Imperatives for effectively managing diversity (adapted for education) 1) Reflect the heterogeneity of the community (affirmative action) 2)Be sensitive to the needs of the various groups (value differences) 3)Incorporate a range of contributions to the overall mission of education (managing diversity) 1)Create cultural and social ambiance that is inclusive and empowers all groups (living diversity) Rosado, 2006

Final thoughts “If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place.” Margaret Mead

Contact us: Lise Belzile, PhD Team Leader, Inclusive Education French Language Education Services Alberta Education (780)