Hutchinson, Nancy L

English

Western Libraries OJS

Judy Lupart: A Tribute to a Woman Who Led the Way

Scholarship@Western

Exceptionality Education International Volume 22 Issue 2 Article 5 5-1-2012 Judy Lupart: A Tribute to a Woman Who Led the Way Nancy L. Hutchinson Queen’s University, hutchinn@queensu.ca Abstract  ISSN 1918-5227 Pages 38- 39   Follow this and additional works at: https://ir.lib.uwo.ca/eei  Part of the Education Commons Recommended Citation Hutchinson, N. L. (2012) Judy Lupart: A Tribute to a Woman Who Led the Way. Exceptionality Education International, 22, 38-39. Retrieved from https://ir.lib.uwo.ca/eei/vol22/iss2/5 This Article is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2012, Vol. 22, No. 2, pp. 38–39 ISSN 1918-5227     38      Judy Lupart:  A Tribute to a Woman Who Led the Way   Nancy L. Hutchinson Queen’s University      I am honoured to offer a brief tribute to Judy Lupart, a trail blazer in inclusive education in Can-ada. I look back over the past two decades to highlight how Judy’s efforts have contributed to our current accomplishments in inclusion and have challenged us to ensure education for all.  In 1992, Judy Lupart foreshadowed the critical issues of the next 10 years when she wrote of the “complex and multifaceted” school reforms underway as special education gave way to “a unified system of education.” In her introduction to a special issue of this journal, she high-lighted three dilemmas that characterized the magnitude of these reforms. The first dilemma was the need for change so that provincial education policies enhanced inclusion without compromis-ing quality. The second dilemma focused on researchers and practitioners using the existing special education knowledge base to inform best practice in inclusive contexts until we devel-oped comparable knowledge about inclusive classrooms. And, thirdly, she acknowledged the central role of classroom teachers in this momentous change.  A decade later, in her 2002 opus “Canadian Schools in Transition” written with Charles Webber, Judy challenged us again to respond to the complexities and contradictions inherent in the transition toward inclusive schools. She acknowledged the disillusionment of many in the 1990s with the ability of the public school system to meet so many diverse needs. Whereas oth-ers might have seen these obstacles as overwhelming, Judy suggested ways out of these potential impasses. She issued a challenge, which has been heeded by researchers and practitioners, when she wrote that “it is incumbent upon both parents and educators to collaborate on restructuring plans.” She urged researchers and policy makers to listen to parents and to provide constructive support for the central role of classroom teachers in educating and socializing all students. Change, she acknowledged, was not easy while she led us by example—editing a journal that fostered important conversations and celebrated embracing these challenges in a uniquely Cana-dian way. In 2012, a group of Canadian researchers reported on the experiences of three parents as their children with developmental disabilities and delays transitioned into kindergarten in On-tario schools (Villeneuve et al., in press). In all three cases, the parents expected their children to be fully participating members of inclusive classrooms, just as Judy had anticipated and fought for throughout her career. The parents of Abby, who has Down syndrome, were advocates for Abby and for all children with Down syndrome and Judy would enjoy hearing them describe Hutchinson 39     Exceptionality Education International, 2012, Vol. 22, No. 2 their successful efforts to ensure that Abby learned the same things as her classmates. Brady, who has autism and severe hearing loss, experienced what his guardian fervently lobbied for: that he “stay in the classroom with his peers as much as possible,” while receiving some special-ized services outside the classroom to enhance his communication with peers and teachers. Tristan―who had experienced significant health issues, long hospitalizations, and delayed de-velopment in all areas―thrived in a small kindergarten classroom while his mother’s perspective on inclusion grew from focusing on his presence with his peers to his learning with his peers. And, as Judy foresaw, his teacher and parent became “co-advocates” for his inclusion “as a regu-lar member, just like everyone else, in the classroom.”  As we honour one of the trail blazers in inclusive education in Canada, let us celebrate all that has been accomplished while using this occasion to re-commit to the inclusion of all in Ca-nadian schools, communities, and the wider society. Thanks to you, Judy, for leading the way. We will continue to chase challenge and embrace dilemmas, as you have done throughout your career.  References  Villeneuve, M., Chatenoud, C., Hutchinson, N. L., Minnes, P., Perry, A., Dionne, C.,...Weiss, J. (in press). The experience of parents as their children with developmental disabilities transition from early intervention to kindergarten. Canadian Journal of Education.  Author’s Note  Correspondence concerning this commentary should be addressed to Nancy Hutchinson, Faculty of Education, Queen’s University, 511 Union Street, Kingston, ON, K7M 5R7.  Email: nancy.hutchinson@queensu.ca  

https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1117&amp;context=eei

Judy Lupart: A Tribute to a Woman Who Led the Way

Abstract

Similar works

Full text

Available Versions

Western Libraries OJS

Scholarship@Western