We’re preparing to welcome students and staff back into schools this September. Learn more about our school re-entry plans.
To reflect the Board of Trustees’ (the Board) mandated responsibility and expectation for providing a welcoming, inclusive, safe and healthy learning and working environment throughout the Division.
The Board of Trustees is committed to inclusive education. The Board of Trustees expects the Division to be an inclusive education system with its values reflected in Division programs, operations and practices. The attendance area school is the guaranteed point of entry for all students, and the regular classroom shall be the first placement option considered.
An inclusive education system is a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all students. Inclusive education is a values-based approach to accepting responsibility for all learners, whether registered in Division Early Years or school age learning environments. It is founded on the belief that all students can learn and reach their full potential given opportunity, effective teaching, and appropriate resources. An inclusive education system supports every student to be included in their greater school community. The success of an inclusive education system relies on the engagement, collaboration and involvement of students, parents/guardians, staff and community.
The Board of Trustees believes all students can learn and is committed to meeting the schooling needs of all students in Edmonton Public Schools through the provision of a range of programs and instructional options to accommodate their differing needs and interests. The Board of Trustees believes that program implementation should provide continuity and flexibility for student learning.
PHILOSOPHICAL FOUNDATION STATEMENT
The Board of Trustees believes that the Division, as an inclusive education system:
The Board of Trustees believes that schools, as inclusive learning environments:
The Board of Trustees understands that creating an inclusive education system is complex and will take time.
The provision of an annual report at a public board meeting on progress towards the strategic direction of this policy will ensure accountability and demonstrate the Division's commitment to inclusive education throughout this transformation.
(please see Sections 3, 11(1)(2)(3)(4)(5), 197(e))