For these students, what is then measured is oral expression, which cannot be validly compared to the pen and paper expression of other students. On January 27, 2000. the Minister announced a number of measures said to enhance accountability in special education across Ontario. Many Ontario secondary schools are now supporting students with developmental and other disabilities to learn as members of regular classrooms, in their neighbourhood schools, as Regulation 181 dictates. In partnership with the Ministry of Education and Training, we managed the Building Inclusive Schools Project from 1995-98. This work contributed to the growing willingness and ability of leading Ontario secondary schools to provide better outcomes for all students.
Some teachers do an excellent job of adapting curriculum and developing IEPs for students.
Their students are successful, feel a sense of belonging and pride, contribute to their schools, and receive credit for achieving the goals set in their IEPs. Just as we should not deduct money from the wages of employees who require wheelchair access to their workplaces, we should not devalue the achievements of students who work well and achieve to expectations. To block students from graduation from Ontario secondary schools, by means of inequitable grade 10 testing seems designed to break education s promise and limit productive outcomes. Assessment should be part of the learning process and fair to all students . Surely this is fair warning against flawed and unfair educational policy and practice.