When “pathways” cross

Maich, Kimberly and Tite, Rosonna (2002) When “pathways” cross. Morning Watch, 30 (1-2). ISSN 0384-5028

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Abstract

The mainstreaming of students with special needs in the regular classroom became a focus of debate in the Canadian school system during the 1980s, when the Regular Education Initiative was implemented (Winzer, 1999). This initiative focused on combining general and special education to provide a diverse education system for all learners. Special education teachers were expected to adopt a consulting role, and classroom teachers were expected take a greater responsibility for the teaching of all students, including those with special needs (Hallahan & Kauffman, 1991; Winzer, 1999). As a result, the proportion of students remaining in segregated educational environments was at its lowest by 1991 (Winzer, 1999).

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