Development of Special Education Policy in Ontario: A Policy Analysis
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Authors
Jovanovich, Sarah
Date
2024-09-20
Type
other
Language
en
Keyword
Alternative Title
Abstract
This research project investigates the comparative policy discourses of Ontario’s Learning for All (2013) and the Toronto District School Board (TDSB) Special Education Plan (2023). By analyzing these documents’ policy themes, the study deepens the understanding of the policy implementation process from the provincial level to the school district level while developing understandings on the historical, political, and socioeconomic contexts that shaped these policies. This research highlights the role of key English Public School policy stakeholders and their advocacy in the special education policies. The research informs the creation of a product which is a practical resource for teachers supporting students with special needs: Teacher Guide for Supporting Students with Special Needs.
The research identifies policy themes within the two documents, and includes their definitions, goals, and strategies for special education. Both documents emphasize inclusive education, equity, accessibility, and the importance of differentiated instruction, Universal Design for Learning (UDL), and tiered interventions. The alignment of these themes suggests a coherent approach to special education policy between the provincial and the district level in the English public board in Toronto. Additionally, the research explores the influence of historical legislative reforms, political advocacy, and socioeconomic factors on the development and implementation of these policies. The findings note the complex interactions between provincial guidance and local adaptation, highlighting the importance of stakeholder engagement in the policy-making process. This research asserts that for special education policy and practice there is a need for consistent approaches that balance provincial directives and local needs. The product of the Teacher Guide for Supporting Students with Special Needs translates policy principles into practical classroom strategies to promote inclusive education and supporting the diverse needs of students.