An education consultant contends New Brunswick’s inclusive education policy is contributing to poor test scores and that to suggest otherwise is “denialism.”
Paul Bennett agues the province’s inclusion system is flawed by design and “cannot work because of the extent and prevalence of kids with severe learning challenges and complex needs — far beyond the capacity of the current system to cope with them.”
He’s not advocating for a return to segregated classes for students with disabilities, he stressed, but rather to provide “alternative placements” within schools for periods of time with supports until the students are ready to be readmitted into the regular classroom to resume learning without being disruptive and can keep up with the rest of the class.
“That is the normal pattern [in other provinces], and it’s working better,” said Bennett, an education policy researcher and author of the book Struggling in Class: A Report Card on Education in New Brunswick.
He made the comments in response to a report released last week by province’s child and youth advocate. In his report, Kelly Lamrock challenged any suggestion that inclusion — the right of students with disabilities to learn alongside their peers — is responsible for declining academic results.
He pointed out that the literacy rate in the anglophone sector,
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