Abstract
In 1994, when UNESCO adopted the Salamanca Statement and Framework of Action, it invited governments and non-governmental organizations to consider fundamental policy shifts to promote an inclusive education approach. This call to action resonated well with the efforts already being made by educators in New Brunswick. For more than 35 years, this small Canadian province has pioneered the concept of inclusive education through legislation and best practices. Today, as the international community is once again invited to promote inclusive and equitable education, this time for the UN 2030 Agenda for Sustainable Development, it is timely to examine how the province’s practices compare with these guidelines and what steps might be taken next. This article analyzes New Brunswick’s path to inclusive schools, concluding that, despite visible progress, real change is a difficult process that requires long periods of sustained effort and collaboration from a variety of partners.
Published Version
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