When I entered grade one in the 1980s it was a pivotal time for special education in the Province of Ontario in Canada where I live. Several schoolboards had begun the shift from segregated “special needs” programming to integrated learning experiences. But few administrators or educators had hands-on experience in creating inclusive classrooms.

My learning experience in grade one was extraordinary because I had an inclusive minded teacher who understood the principles of differentiated instruction and universal design for learning. Over the years I have stayed connected to this primary grade teacher and today I am honoured to call her a treasured friend. Not too long ago we collaborated on an article titled Inclusive Education, Inspiring Possibilities for Canadian Teacher magazine and shared our perspectives on our inclusive education journey from the viewpoint of a former student and teacher. Although our experiences were slightly different, we came to the same conclusion… inclusive classrooms inspire possibilities for students to learn together, discover their strengths, experience a sense of belonging, participate, and contribute to their community school.

To read this article, click here.