Inclusion on the Agenda in Four Different School Contexts in Canada (Ontario,Manitoba,New Brunswick and Québec)

Abstract

Four case studies from four different Canadian provinces (Ontario, Manitoba, New Brunswick, and Québec) are examined in order to better understand meanings given to an inclusive approach in education, as it is defined and experienced by the actors, practitioners, parents, and students. The data examined in this article come from a larger research project which aimed at documenting what are deemed ‘inclusive educational initiatives’, both in Canada and internationally. The article begins with a brief overview of the theoretical literature in which inclusive education has been discussed followed by a brief description of the case studies examined. It goes on to explain the conditions that were put in place following each province's policies regarding special educational needs and their evolution. The results discussed are school priorities and/or teaching strategies, life in the schools and the involvement of various actors, as well as the resources available and used in each context.