School inclusion processes in Canada
Alessio Covelli
This article is a summary of the main features of the Canadian education system in relation to the development of school inclusion processes. Starting with a brief reference to the historical, political, cultural and social context of this country, the characteristics of the different institutional set-ups of the different states (provinces) that make up Canada are explained. The main differences and transverse elements between the various educational systems, which are influenced by the wide discretion granted by the federal state to the various regions, are identified. These set-ups can be placed into three main categories: states in which a process of transition from non-inclusive systems to mixed systems is taking place; states characterised by mixed educational systems; states in which there is an inclusive educational system, characterised by inclusive schools.
Keywords
Canada, School Inclusion, international comparison, MDH-PPH, universal approach
