Inclusive Education in Saskatchewan's K-12 Schools: Perspectives of People with Intellectual and Developmental Disabilities

This thesis explores the perspectives of people with intellectual and developmental disabilities on inclusive education within Saskatchewan’s K-12 education system. Grounded in critical disability theory and employing a narrative inquiry approach, this research centres the voices of people with lived experience to examine how inclusion is perceived and experienced. Ten adults with intellectual or developmental disabilities were interviewed, offering nuanced insights into the promises and limitations of inclusive education for Saskatchewan’s students, along with sharing experiences from their own K-12 educational journeys and linking these to their current perspectives. All participants expressed strong support for inclusive education as a framework, although some also reflected on the perceived benefits of segregated education in specific contexts. However, these reflections ultimately reinforced the need to improve inclusive practices rather than maintain segregated models. The findings highlight the importance of developing inclusive education systems that are fully resourced, responsive to diverse needs, and attentive to the centrality of disabled voices in shaping educational policy and practice.

Author dc:creator

• Lee-Acton, Brittany

Advisor dc:contributor.advisor

• heinz, matthew

• College of interdisciplinary studies

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-20525

OAI identifier oai:identifier

oai:null:10613/28962