Closing special schools: lessons from Canada

Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear...

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Bibliographic Details
Published in:Australian educational researcher 2024-09, Vol.51 (4), p.1729-1747
Main Authors: Mann, Glenys, Carrington, Suzanne, Lassig, Carly, Mavropoulou, Sofia, Saggers, Beth, Poed, Shiralee, Killingly, Callula
Format: Article
Language:English
Subjects:
Collaboration
Desegregation
Disability
Education
Education policy
Education reform
Educational Change
Educational Policy and Politics
Educational Psychology
Inclusion
Inclusive education
Mainstreaming
Provinces
School closures
Special education
Special Needs Students
Special Schools
Students
Teaching and Teacher Education
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Summary:Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are considered to be leaders in the movement away from segregated education for students with disability. This paper reports on a critical review of the Canadian literature to develop a conceptual framework of drivers for, and barriers to special school closure. Drivers and barriers were identified at four levels: (1) societal level; (2) system level; (3) school level and (4) community level, with implications for each discussed. The findings will inform policy implementation in countries striving to meet their CRPD obligations.
ISSN:0311-6999
2210-5328
DOI:10.1007/s13384-023-00661-5