Inclusive Education: Stories of Success and Hope in a Canadian Context, 1st edition

Published by Pearson Canada (January 3, 2017) © 2018
  • Kim Calder Stegemann
  • Angela AuCoin

Title overview

Pre-service students enrolled in Inclusive Education or Special Education, a core foundation course, serve as the primary market for this case resource.

Secondary markets for this resource include post-degree certificate programs in special/inclusive education for in-service teachers, and educational leadership programs catering to administrators and principals.

This text presents nine in-depth case studies of children, youth, and young adults who have unique learning needs. Cases are diverse in terms of age of the students, level of functioning, and geographical location.

Hallmark features of this title

  • Each case study includes a commentary by a Canadian leader in the field of educational inclusion. The commentator highlights for the reader the critical aspects of the case that support the philosophy of inclusive education. He/she will also analyze the case using the two theoretical frameworks which are introduced in Chapter 3 - UDL and RTI. 
  • This text provides pre- and in-service educators with a glimpse into the inclusive educational experience of real children and youth from across Canada who have unique learning needs, providing hope and a path to enhanced educational opportunities in the future.

Table of contents

  1. Overview of Inclusive Education
  2. History of Inclusive Education
  3. Theoretical Frameworks: Universal Design for Learning and Response to Intervention
  4. Wilson Case Study
  5. Gabrielle Case Study
  6. William Case Study
  7. Jake Case Study
  8. Margaret and Vance Case Study
  9. Jennifer Case Study
  10. Drake Case Study
  11. Elvin Case Study
  12. Leon Case Study
  13. Review of Case Studies and Commentaries
  14. Future Directions in Inclusive Education

Author bios

Dr. Calder Stegemann is an associate professor at Thompson Rivers University teaching in the School of Education. She has been a general and special education teacher in both public and private settings, worked as a consultant for school districts, and provided professional development opportunities across Western Canada. For the last 20 years she has been an instructor at Thompson Rivers University sharing her expertise with both pre- and in-service teachers. She has taught and present nationally and internationally. Research interests include inclusive and special education, interventions for reading and math disabilities, teacher dispositions and teacher education admission procedures, and most recently educational neuroscience. Her most recent publication is a co-authored module for the Pearson Teacher Education Series titled Students at Risk in the Classroom.

Dr. AuCoin is an assistant professor at la Faculté des sciences de l’éducation de l’Université de Moncton. She began her career as a teacher and later developed her passion for inclusive education when she started working with students of different cognitive and physical abilities as a resource teacher in the North-West Territories. In 2012, she co-authored with Dr. Gordon Porter a report on inclusive education in New Brunswick, Strengthening Inclusion, Strengthening Schools. She has since worked province-wide with principals and resource teachers to implement the recommendations of their report. Her research interests deal with inclusive leadership, policies and pedagogical strategies.

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