Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Construction of a Regional Coalition for Inclusive Education

Paul Kohl
Edmonton Regional Coalition for Inclusive Education
paulkohl@telus.net

For this session I will describe the development of the Edmonton Regional Coalition for Inclusive Education (ERC) from it’s inception in 1998. Over this period ERC has become well accepted by local school boards and government officials. Made up of parents and volunteers from ten non- profit associations in the greater Edmonton area, ERC has worked to develop parent leadership to implement systemic advocacy initiatives. Intentionally, ERC does not engage in advocacy support around individual situations directly, but through informal networking within its activities parents have found access to informal supports that have assisted them in overcoming barriers to quality inclusive educational placements they experience.

ERC presently is guided by the ERC Steering Committee that meets four times a year, with the work being accomplished through four sub committees:   the Advocacy Committee; the Parent-to-Parent Workshop Series Committee; the Social Role Valorization (SRV) Committee; the Inclusive Education Award Committee. These organizational structures, examples of the various initiatives and the strategies embedded within them will be described.  

ERC operates within the greater Edmonton area which has a population of approximately one million people. Within these boundaries there are a variety of school boards including: the largest school board in our province with 70,000 students and over two hundred schools; smaller boards with a mix of students from rural and suburban areas; as well as Catholic school boards.

The ten members associations of ERC are all registered non profit societies. Their makeup varies considerably. Three provide inclusive early education services and have sizeable staffing components and CEO’s. One provides family and advocacy supports though a part time CEO and one support staff. The rest of the members association have no staff positions with volunteers only, organized around a specific disability(autism, Down Syndrome, visual impairment and spina bifada.

Early Years

The impetus for the creation of ERC came from two of its member’s associations concern over the lack of locally based advocacy dealing with issues around inclusion. These two groups extended an invitation to all non-profit groups in the local area they were aware of which were engaged in supporting parents of children with a developmental disability. Several groups sent representation to this event which resulted in the beginnings of ERC. At that time all agreed that a need existed for some form of coordinated activity amongst local organizations with a sole purpose to look at issues pertaining to inclusion. The first two years the groups engaged in several activities to promote both inclusive education as well as inclusive community. It was at this time that the committee structure evolved. Membership criteria were simply a commitment to the principles of inclusion and to stand by any agreed upon activities of ERC. There were no set financial requirements. Resources required for activities were generated through the good will of the members who could contribute as they were able.

Common Ground

A major goal of ERC was to create a safe place for the discussion of issues pertaining to inclusion and to organize activities or advocacy actions to advance inclusive education.

Within the individual members associations there were often competing interests. Many families in organizations built around a specific disability focussed on supporting individual families in accessing supports they desired, not discriminating between supports that were inclusive and those that would be seen as segregated. The latter could include parents who wanted to improve quality within segregated classrooms, parents wanting to create segregated recreational and leisure activities. Given the prevalence of segregated activities within Alberta, that many of the member associations had historically advocated and been responsible for the creation of them, tensions often existed within them between families wanting to explore inclusion and those who were not comfortable with this. The boards of member associations agreed that there was a need for work to be done, but their volunteer resources were too limited on an individual basis to organize, and often the voice for inclusion within their groups was a minority voice. ERC became the space where individuals could discuss inclusion openly without having to defend it, work with other family members who wanted to promote acceptance of inclusion. Win-win situations arose which were not anticipated. Tensions at the board level reduced for some groups as those wanting to explore inclusive initiatives had outlets for their energies. A reduction of competition for volunteer labour at the board level resulted. Within the coalition working groups there were enough people to take on initiatives. As well, the need to defend one’s projects around inclusion within their own boards was now not an issue.

Individually, member associations would have organized some workshops or training events on inclusive education along with other activities such as medical issues on children with Down Syndrome  by the Edmonton Down Syndrome Society (EDSS) or augmentative communication by the Edmonton Autism Society (EAS)

Over time ERC took on its own workshop series on issues pertaining to inclusive education. This freed up individual associations from having to conduct similar events, while at the same time having access to events which they had some ownership over, and could direct their members to who had an interest. Initially there were some bumps, with member associations organizing events at the same time as ERC, thus we ended up competing with ourselves. This sorted itself out over time.

The concept of common ground became apparent after ERC had been active for several years. Disability specific associations such as the EDSS and the EAS were now working together around the topic of inclusion. Active members from both were coming together through ERC committee work, ERC training events, and ERC advocacy actions. There was formal work activities together as well as informal parent networking taking place. Relationships formed across member associations which would not have been possible without ERC. New ideas from ERC activities were taken back to individual member boards. Individual members gained knowledge and strength and became stronger voices for inclusion within their own associations.

Learning Through Doing

One of the major milestones in the evolution of ERC occurred in the second year of our existence. Those involved in trying to determine what activities should happen next realized the need to hear what the families involved within the member associations wanted. Another invitation was sent out, this to family members of the member associations to share what they felt they wanted from ERC.

Forty parents responded and were quite clear in their direction. They said they were tired of having to advocate for inclusive education one student at a time. What they asked for were two things: First was education so they could have a better understanding of what inclusive education entailed; second was to learn how to develop the leadership skills to do systemic advocacy with local school boards and the provincial department of education. It was from this that impetus for the working committees came.

The Four Work Engines

ERC Inclusive Education Award Committee was the first sub committee created. The goal was to award educators who demonstrated best practice in inclusive education. Each year ten educators are recipients of these awards. Nominations must include the support of at least one parent. Parents are involved in establishing award criteria, circulating nomination information and the final selection of winners.

Now that the awards have been given out for six years we have observed that school boards anticipate them. Senior staff ask that we advise them of both the nomination process. The winners initially received acknowledgement ERC, but now from the school board superintendents as well. These awards have demonstrated that an organization with an advocacy focus does not need to take an adversarial position to move it’s agenda.

Parent to Parent Workshop Committee has several agendas. Parents volunteers take on all aspects of organizing a five part workshop series every year. Through learning how to do the organizing one aspect of leadership skills is developed. A few professional volunteer their time to act as resources to parents to maintain the integrity of the events.

 Knowing that information was seen as critical, the topics chosen are presented on a one   or two year cycle. This was to allow families to have access to information they needed throughout the years their child was in school. Parents have consistently attended these events and of note, return when a particular workshop is repeated. Feedback is they see the issues changing and their questions have changed as their child moves through the system. Topics which are include the role of the teacher aide, IEP development, and what the research says about inclusive education. To ensure the events are accessible, all are provided at no cost to participants. Speakers are asked to volunteer and are drawn from local universities, practicing teachers, school principals, education consultants and government staff, who are recognized as having expertise in regards to some aspect of inclusive education.

Each session also tried to include parents as part of the presentation. This is both to educate of give hope to parents in the audience. A second goal is to give parents the opportunity to develop their public speaking skills to allow them to be more effective when interfacing with the education system, be it through presentations to politicians, speaking at conferences and even within their own associations activities.

Each session also allows time for a question and answer period where parents ask questions from the presenters and of other parents present on issues they are struggling with. A secondary benefit of this is to raise awareness of those invited to speak of just what are the issues families are having with inclusive education.

Another aspect of these events has been the development of informal networks of parents supporting parents. When a parent new to the coalition attends a workshop and shares something they are struggling with, other parents are there to provide support.

These events are consistently well attended, in spite of our Edmonton winters.

ERC Advocacy Committee is sometimes described as the heart of ERC activities. This is a hands on working group. In keeping with the goals of learning through doing, advocacy initiatives are determined by the interests of the parents who are prepared to engage in tackling a particular issue. There are no advocacy staff to do the work as occurs in organized and funded advocacy organizations. One cannot say they think something should happen and expect someone else then has an obligation to do it. The work happens when someone or a group come forward and say they feel something should happen, and then through the committee, and it’s advocacy advisor, they are supported to develop and implement a plan of action. If no one wants to volunteer on a particular initiative then it does not move forward. The types of actions which have been mediated through this committee include: parents organizing under ERC to make submissions, both written and oral to government commissions in our province; developing municipal election information strategies for families and member associations to use to assist in raising awareness of politicians running for office that inclusive education is an issue and to challenge them to articulate their positions on this so families can make more informed choices when casting their votes; lobbying of local school boards to improve the status of inclusive education.

One significant lobbying action which is ongoing has been with the largest school board in our area and commenced in 2000. This has resulted in major shifts within this school district in regards to making inclusive education a real choice for families. At present this district now has established an ongoing working committee involving it’s leadership staff and members of ERC and one other parent association.   The district has committed to making an annual report to the trustees on progress it has made in the area of inclusive education. Over the last two years parents from ERC have been invited to present to various district training events for its staff. These initiatives are the direct result of the sustained lobby efforts of ERC members. The outcomes have been increased cooperation between the district and ERC in activities to promote inclusion and feedback from parents is that securing inclusive education placements is becoming easier.

The fourth working committee is the Social Role Valorization (SRV) Committee which conducts training for family members based on the work of Dr. Wolf Wolfensberger. This training is seen as critical in our development of parent leadership. Parents gain insight into the value systems in our society which resulted in the creation of our segregated service models. This includes the impact of service models on a persons life, and what the critical elements are in creating an inclusive life for their son or daughter, a life where they will be viewed as valued contributing citizens.

Parents are involved in various aspects of the planning of these events including securing the necessary grants as there are significant costs involved in bringing in a qualified trainer and still be able to host the events at no charge to families. The format utilizes both plenary and small group work, and parents are being trained to assist with certain elements of the training. Feedback from parents who have completed the training is consistently positive. A common comment is that it has strengthened their resolve to ensure that their child will receive an inclusive education.

Lessons Learned

ERC has demonstrated what it is possible to achieve when people come together in association around a common cause. To date the successes of ERC can be seen within its’ member associations as their board members have a new venue which provides opportunity to develop skills in advocacy, public speaking, political awareness and organizing.

 Individual associations have a new resource available to them in the ERC through which they can have a stronger voice and effect change with the systems they deal with. They have come to understand when they stand in solidarity with other association on common issues, they dramatically increase their capacity to move their agendas forward.

School and government officials have a new appreciation of how to work collaboratively with community partners and the mutual benefits that come from this.

 Most importantly, parents have had their journey in the quest to secure quality inclusive educational placements for their children made easier.

Paul Kohl
March 23, 2005

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