Session Information
23 SES 13 B, Change Four Ways
Symposium
Contribution
Both Ontario, Canada and New Hampshire, US prioritize inclusion and reducing the achievement gap, but these two jurisdictions pursue the goals differently. Ontario provides greater capacity-building and financial support, facilitates networking, and offers flexibility in implementation, all under exclusive provincial control. New Hampshire provides few additional resources in the service of local autonomy and efficiency in public expenditure. Instead, the State has enlisted experts from a local institute to provide professional development. Participants are then equipped to return to their districts and conduct sessions for colleagues on identification and tiered support. This paper compares the experiences of teachers and local leaders in these two jurisdictions as they seek to reconcile inclusion and accountability in the quest for greater achievement. In particular, it explores how general and special educators work together and if those relationships are supported or hindered by these new reforms. This research asks how each jurisdiction is prepared to support the collective capacity-building culture that must accompany these policies’ coexistence. Finally, the paper questions the role that the local authorities and non-government, “third party” organizations might play as intermediaries between policymakers and schools, helping to translate and implement reform for the benefit of several groups of disadvantaged students.
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