As I walk into the classroom as a newly graduated teacher, I see children — each with unique abilities, interests and an eagerness to learn. This Ontario classroom was designed to be inclusive — a space where all students, regardless of their needs, can thrive.

Yet, as an educator, I find myself asking: Am I truly prepared to support every child? Have I received the training I need to guide each student on their learning journey including students with disabilities such as Fetal Alcohol Spectrum Disorder (FASD)?

Many teachers entering the classroom after graduating from teacher education programs in Ontario will ask similar questions.

In the past, schooling for students with disabilities was accomplished through segregated education. However, in the last 20 years, Ontario has reformed its educational structure to include all students within the general education classroom.

In accordance with Ontario education policies, classroom teaching must be designed for all students and inclusive approaches must be used to mitigate discrimination and exclusion. One way educators seek to meet the needs of many diverse learners is through implementing frameworks like Universal Design for Learning or “differentiated instruction” in their classrooms.

Yet despite expanded teaching approaches and policy changes, a dual system still exists that involves children with disabilities such as FASD being excluded from the rest of the........

© The Conversation