ABSTRACT
According to many international standardised measures, Canadian inclusive practices are successful and worthy of emulation. International acclaim notwithstanding, the perspectives of Canadian education system held by those who work within it may be somewhat less rosy. The day-to-day realities of those who work within the system suggest that, in spite of the conscientious and dedicated work of educators, many Canadian students with special education needs continue to fall through the cracks. This chapter responds to international perspectives of Canadian inclusive practices, with a focus on assessment, citizenship, curricular development, and the inclusion practices of students with special education needs.
