Guiding Principles of the Equity and Inclusive Education Strategy

PUT TITLE HERE Presentation to School Council on the Ontario’s Equity and Inclusive Education Strategy April 15, 2010

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Purpose of Meeting _____________________________________________________ The purpose of the meeting today is to provide you with an overview of the equity and inclusive education strategy and Ministry and School Board action items. Key Action Items • LKDSB is in the process of developing a policy on equity and inclusive education including a guideline on religious accommodation for implementation by September 2010. • The implementation phase will be done over a period of four years (2008-2009 to 2011-2012). 2

Introduction ___________________________________________ • There is a direct link between success at school at school and a school’s learning environment. (Safe Schools Action Team, 2008). • Rejection, exclusion and estrangement are associated with behaviour problems in the classroom, lower interest in school, lower student achievement, and higher dropout rates. (Osterman 2000).

• Positive results of a genuine partnership between parents and schools include improved student achievement, reduced absenteeism, better behaviour, and increased public confidence among parents in their children’s schooling.

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Definitions

____________________________ • Diversity: The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religious, sex, sexual orientation, and socio-economic status • Equity: A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences • Inclusive Education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.

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Embedding the Principles of Equity ____________________________________________ The Ministry is embedding the principles of equity and inclusive education within its initiatives such as: • • • • • •

The Ontario Curriculum Student Success The School Effectiveness Framework The Operational Review Guide Request for Proposal for Teaching Practices etc. Implementation of the OPS Diversity Strategy within the Ministry • Presentations including community outreach e.g. Faculties of Education, Ontario College of Teachers, Boards and other organizations (Ontario Police College)

• Participation in evidence-based research

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Policy Development ________________________________________________________ • A boards’ equity and inclusive education policy is expected to be comprehensive, cover the prohibited grounds of discrimination set out in the Ontario Human Rights Code and may include other similar factors (e.g. socio-economic) – Grounds may be related to ancestry, culture, ethnicity, gender, genderidentity, language, physical and intellectual ability, race, religion, sex, sexual orientation, or other similar factors

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Vision ________________________________________________________ Equity and inclusiveness are internationally recognized as critical to the delivery of a high quality education in a global, knowledge-based economy (UNESCO, 2008). The Ontario’s Equity and Inclusive Education Strategy (2009) sets out a vision for an equitable and inclusive education system where: • all students, parents and members of the school community are welcomed and respected, • every student is supported and inspired to succeed in a culture of high expectations for learning. 7

Guiding Principles of the Equity and Inclusive Education Strategy ________________________________________________________ Equity and inclusive education: • • • • • • •

is a foundation of excellence; meets individual needs; identifies and eliminates barriers; promotes a sense of belonging; involves the broad community; builds on and enhances previous and existing initiatives; is demonstrated throughout the system.

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Goals __________________________________________ Realizing the Strategy’s vision depends on the effective implementation of the Strategy’s three goals: 1. Shared and committed leadership 2. Equitable and inclusive education policies and practices 3. Accountability and transparency

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Implementation Plan ___________________________________________ The implementation phase will occur over a period of four years (2008-2009 to 2011-2012). This year (2009-10) is the second year of implementation. By September 2010, boards will implement their policies on equity and inclusive education including a guideline on religious accommodation.

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