- Participating in the regular classroom to the fullest extent possible
- Receiving the proper supports
Inclusive Education does not mean that students are:
- Spending most of their school day in a Resource room with an Educational Assistant or with other students who have a disability
- Placed in a regular classroom, but not engaged in learning with the other students
- Are spending 100% of their time in the regular classroom**
**Some students do and will benefit from one on one attention from a teacher, an Educational Assistant or an other professional, however, if pull-out of the regular classroom is necessary, it should be time limited, for specific reasons and come with a plan on how it will support the student in a way that cannot be accommodated within the regular classroom setting.
In 2009, the Department of Education published the Definition of Inclusive Education document. This definition states that while, type of disability and medical diagnosis provide important information, learning environments are never developed or assigned on the basis of disability or label. (http://www.gnb.ca/0000/publications/Definition%20of%20Inclusion.pdf)
Resource rooms or other rooms are not the place for any students to spend his or her days during the school day.
An important aspect of quality inclusive education is following the appropriate roles. For example, educators should take full responsibility for all of their students’ learning. Students with an intellectual disability should not be the sole responsibility of the Educational Assistant.
Educational Assistants should:
- Support the student needing additional supports
- Support the educator with all students in the classroom needing supports
- Be a key player on the team that supports the student