Measuring inclusive education outcomes in Alberta, Canada

Abstract

This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for Alberta, Canada. The international relevance of this study may be found in the process used, the themes identified, and the resources located. While the purpose of this review is to identify outcomes relevant to the Alberta context, much the same can be done for other international contexts using the findings of this paper as a basis.

Keywords:

• inclusion
• indicators
• outcomes
• Canada

Acknowledgements

The study was commissioned by Alberta Education which provided resources for its completion and permission for its publication. The assistance and advice of members of the International Inclusive Teacher Education Research Forum (IITERF) is gratefully acknowledged.

Notes on contributor

Tim Loreman is Professor of Education at Concordia University College of Alberta, Canada. His research interests address topics of school inclusion, pre-service teacher education, childhood, and pedagogy. He has held major Canadian and international research grants, regularly publishes books, book chapters, and journal articles, and presents at major international and national conferences.