Transforming Inclusive Education for Students With Intellectual Disabilities in Secondary Schools

• In Event: Professional Learning Networks: Facilitating Transformation in Diverse Contexts With Equity-Seeking Communities

Abstract

Canadians have a reputation for finding strength in and embracing diversity. This value, however, is not reflected in educational settings that still separate students by cognitive ability (Downing, 2008; Willis, 2007). When considering students with intellectual disabilities, especially as they move into secondary schools, it is not likely that they will be included in academic classes with peers. Instead these students are typically taught in separate settings without access to academic specialists or conceptually-rich curricula (Milsom, 2006). When and if students with intellectual disabilities are included, academic placements are rarely seen as creating learning opportunities with potential to benefit all students. This year long study documented how academic and support teacher teams engaged in a PLN focused on including students with intellectual disabilities in secondary academic classrooms. The findings offer possibilities regarding how educators can work collaboratively to plan instruction that, from the onset, addresses all learners’ needs disrupting historical and normative approaches to teaching and learning (Author, 2009; Rose & Meyer, 2002; Villa & Thousand, 2005).

Authors

• Shelley Moore, The University of British Columbia

• Deborah L. Butler, The University of British Columbia

• Leyton Schnellert, The University of British Columbia