Inclusive K - 12
Inclusion Lloydminster advocates for quality inclusive education where children with developmental disabilities are welcomed into regular classrooms in their neighbourhood schools. In the inclusive classroom children with special needs, their peers and their teachers receive the support they need to be successful. Curriculum and instruction are individually adapted. An inclusive school ensures children with disabilities participate in all school activities.
Inclusion Lloydminster works with teachers, schools and school districts to develop quality inclusive education from pre-school to high school. During the year Inclusion Lloydminster offers workshops on inclusive education for school personnel and parents that are typically led by internationally acclaimed authorities on inclusive education. We provide consultation to schools and teachers and have a vast array of inclusive education resources for the regular classroom teacher.
Inclusion Lloydminster believes that parents should be able to freely choose an inclusive education for their child. If families encounter poor quality inclusive education or resistance, Inclusion Lloydminster will provide advocacy resources for as long as it takes to ensure a successful outcome. We have close to a 100% success rate.
Inclusive Post-Secondary Education
Students with developmental disabilities attend post-secondary for the same reasons as other post-secondary students:
- further their education
- meet new people and develop friendships/relationships
- develop and pursue career opportunities
- contribute to and benefit from campus life and associations
Students attending regular college and university classes through Inclusion Alberta's Inclusive Post-Secondary Education initiative attend as non-credit (audit) students. Students enroll in faculties and programs including Education, Business, Nursing, Kinesiology, Classics, Public Relations, Physical Education, Recreation and Arts, to name a few. Students audit programs of study to pursue individualized learning goals related to regular course content and complete modified course assignments and write modified exams to demonstrate what they have learned. On average, employment outcomes for students completing their studies is between 70-80%.
In class, fellow classmates offer assistance by doing such things as sharing notes, including in group work and encouraging discussion. Students with developmental disabilities take part in the same learning activities as their peers such as assignments, practicums, exams, and study groups and are supported to be successful by adapting and modifying materials and experiences as necessary. Students, classmates, instructors and Inclusive Post-Secondary Facilitators work together to create inclusive learning experiences for all. Students supported by Inclusive Post-Secondary Education seek to expand their student role by becoming involved in extracurricular activities such as clubs, students' associations, recreation and social activities.
Alberta has more Inclusive Post-Secondary Education initiatives and more experience with Inclusive Post-Secondary Education than any jurisdiction in the world. Initiated by families with the support of advocates in 1987, the University of Alberta became the first university to offer Inclusive Post-Secondary Education. Since then, with the support and partnership of Inclusion Alberta and Persons with Developmental Disabilities (PDD), several post-secondary institutions across the province are now offering inclusive education opportunities to students with developmental disabilities.