Inclusive Education Philosophy
Participation of students with exceptional needs in inclusive settings is based on the philosophy of equality, sharing, participation and the worth and dignity of individuals. This philosophy is based on the belief that all children can learn and reach their full potential given opportunity, effective teaching and appropriate resources.
The Board of Trustees of Palliser Regional Schools supports educating students with special supports and service needs in their regular classrooms in neighbourhood schools as the first placement option, in consultation with students, parents/guardians and school staff. Palliser's mandate reflects this philosophy, and can be found in Board Policy 5 Planning Cycle, Long Term Strategic Plan
This support for inclusive education is also reflected in Palliser Administrative Procedure 213.
Palliser Regional Schools agrees that students with exceptional needs must be full participants in school and society. The regular classroom is viewed as the most enabling environment for the student with exceptional needs because of the increased opportunity to participate with same-aged peers without exceptional needs. Inclusion, by definition, refers not merely to setting, but to specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools. Often, meeting the learning needs on either end of the spectrum improves the quality of education for everyone in the classroom, as well as promoting the awareness and acceptance of diversity. Determination of the most enabling environment and individual program planning is a consultative, collaborative process involving the student (when appropriate), parents, principal, teachers, learning assistants, specialized support service professionals and community members, as appropriate.