Reforming Education: Is Inclusion in Standardization Possible?

Two reforms have evolved over the past fifteen years in the North American public education system, inclusion and large-scale assessment. The inclusion movement emerged from an educational reform to establish equal access to education, and the implementation of large-scale assessments stemmed from standards-led reform to encourage high standards for students. This article examines the implementation of these two complex educational movements; analyses how the large-scale assessment movement has incorporated inclusive practices; and presents existing examples that attempt to facilitate inclusive processes in large-scale assessment practices.

Identified Teacher Supports for Inclusive Practice

This study investigated inclusive practices in Prince Edward Island (PEI) elemen-tary schools in terms of the supports teachers consider as important for inclusion. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about inclusion supports. The survey in this study adapted The School and the Education of All Students Scale. Participants identified and ranked several supports that they deemed im-portant for successful inclusion. The results indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive class-room, such as class size, curriculum and planning time, training, and other incentives. In light of PEI’s continued transition in Special Education services, such results provided insight into specific recommendations. The identified teach-er supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effectively in the PEI school system