Working Towards Successful Inclusive Education Practices
For the past 20 years, the AQEIPS has been advocating for equal opportunities in education for postsecondary students with disabilities. Our association is made up of persons with disabilities who were able to attend regular classes in elementary and secondary school and who, as a result, had the option to pursue post-secondary education. The promotion of the Social Model of Disability and of Universal Design for Learning (UDL) guides our efforts towards building a truly inclusive society, one in which the cycle of poverty and isolation can be broken by ensuring that students with disabilities have access to the same level of education as students without disabilities do.
For this reason, the AQEIPS believes it is vital that sufficient financial and human resources be allocated to ensure the success of inclusive education, a model which has proven to be effective in other Canadian provinces and other countries. Several international treaties, such as the UN Convention on the Rights of Persons with Disabilities, ratified by Canada in 2010, take the position that equal opportunities in education for persons with disabilities are a priority.
Finally, as students who have personally benefitted from the right to education in regular classes, we feel that we do not possess the moral authority to judge which students with disabilities deserve and which students deserve or do not deserve to be included in the regular educational system.
We must work together to achieve successful inclusive education practices.
“The only way to achieve quality education for persons with a disability is to inextricably link processes to include them into broader processes of educational reform.” (Diane Richler, Inclusion International)
The promotion of the defence of rights, including the right to information, as well as requests for actions related to increased needs, are becoming more pressing. There is an urgent need for harmonisation with sociopolitical and socioeconomic changes. The Quebec Association of Post-secondary Students with Disabilities (AQEIPS) is convinced that it is essential to insure adequate allocation of financial and human resources to ensure the success of the inclusive classroom. We consider that equal opportunity in education for people with disabilities is a priority.
The AQEIPS is committed to defending equal opportunities in education and to promote wealth and diversity of representations of disabilities in Quebec society.
We must work together for an inclusive, quality education.
- Advocate for the rights of post-secondary students with disabilities.
- Promote the integration of students with physical, sensory or learning disabilities or mental health disabilities in public and private post-secondary institutions.
- Encourage co-operation among post-secondary students with disabilities.
- Disseminate information to its members on all aspects of the experiences of post-secondary students with disabilities.
- Inform and increase awareness among the public on the experience and needs of these students.
- Promote the creation of associations of students with disabilities in each public and private post-secondary academic institution.
- Encourage the hiring of students with disabilities in the regular labour market.
The AQEIPS endorses the principles set in the Modèle explicatif des causes et conséquences des maladies, traumatismes et autres troubles. This explanatory model was presented by the International Network on the Disability Creation Process (INDCP) also known under the name Quebec Committee on the International Classification of Impairments, Disabilities and Handicaps (Quebec Committee on the ICIDH). The model shows that a large majority of disability-related situations that people with disabilities face have a lot more to do with environmental barriers than with individual personal characteristics. The model applies the principles endorsed by the AQEIPS.
- Access to higher education is a right for everyone and students with disabilities must exercise this right without any restrictions.
- A student with a disability has the right to integration services in his environment and the institution must be ready to welcome them and answer their needs.