Inclusive Education

What is Inclusive Education?

Inclusive education welcomes all children, including those with developmental disabilities, into regular classroom settings while providing quality education to meet the needs of all students.

  • Inclusion embraces participation, a sense of belonging and engagement in learning.
  • Inclusive education supports the learning needs of all students. Some students benefit from a specially developed program to meet their needs as a learner.

My child has a code. What does that mean?

  • The Alberta government has developed specific categories to assist schools in identifying students who require additional supports with their educational programming. Each of these categories is given a code, primarily for reporting special education data to Alberta Education.

  • A child is assigned a code once a qualified professional has given a diagnosis of a disability or disorder. This could include a speech pathologist, a psychologist or another type of specialist.

  • A student with a code may, at some point, drop their code. An example of this is with speech and language. Upon re-assessment by a Speech Language Pathologist, it may be revealed that a student has achieved all of the goals and their speech and language skills are now age-appropriate.

What is an IPP?

  • This is an Individualized Program Plan. An IPP is developed if an assessment of the child has shown a need in one or more of the following categories: intellectual abilities, speech and language abilities, academic performance, emotional and behavioural development and/or physical development of a student.

  • An IPP focuses on a student’s individual needs and strengths.

  • An IPP is a plan. What do we do now to help the student continue to be successful in the future?

  • An IPP is a working document and a record of student progress.

  • An IPP is a collaboration between the teacher, the parent and other school personnel involved with the child’s educational program. (Older students are encouraged to be part of the IPP development and updates.)

What supports are available?

  • Once a diagnosis has been provided, programming is designed and implemented to provide the maximum level of learning for the student.

  • Depending on the need(s), a student may use specialized equipment or assistive technology.

  • The student may be provided with assistance with basic care.

  • If there has been an articulation diagnosis, the student may receive pull-out support from a speech assistant.

  • The Multidisciplinary Team (Physiotherapist, Speech Language Pathologist, Psychologist, Educational Programming Coordinator, Hearing and Vision Services) may be requested to provide support.

For further information regarding Inclusive Education at FMCS, please contact one of the following individuals at 780-926-2331 or by email:

Jenny Dempster, Inclusive Education Coordinator FMCS

Stefanie Brown, Principal FMCS

Melanie Arcand, Assistant Principal FMCS