Policies That Foster Education for All: Implications for Economically Wealthy Nations

Abstract

Efforts to support education for all students have increasingly become priorities for governments around the world. Key international agreements, including the Sustainable Development Goals and the United Nations Convention on the Rights of the Child, have provided foundational direction to jurisdictions in implementing policies to engage all students including those with special education needs. As initiatives to support equitable and inclusive education for all become more widespread globally, it is important to consider how these efforts affect economically wealthy countries. Using the example of Canada, and specifically the province of Ontario, implications of supporting education for all through the framework of inclusive education are examined. These implications include funding, teaching commitment and training, resources, and privatization. Inclusive education refers to the ability of all students, regardless of gender, socioeconomic background, sexual orientation, or ability, to attend their neighborhood community school and be in classes with similar aged peers. Students with special education needs, whether these be learning disabilities, visual or hearing disorders, or mental health disorders, among many other conditions, are key stakeholders in inclusive education. The conclusion raises important questions for future research to examine inclusive education and the parallel implications not only in economically wealthy countries but for all jurisdictions that are trying to initiate and support educational programs for all students.