Expanding education for every learner, this book explains how Ontario created Auxiliary Classes to support children who can’t thrive in ordinary classrooms. It shows why the state and schools saw these programs as both a moral duty and a practical necessity.
The work covers the origins, structure, and operation of Auxiliary Classes, including who they serve—deaf and semi-deaf children, mentally defective or physically disabled pupils, and others needing special instruction. It discusses the roles of boards, teachers, and school inspectors, and outlines the legal framework that enables these programs to exist, fund, and regulate themselves for the benefit of students and the community.
- How legislation and school governance shape the formation and scope of Auxiliary Classes
- Qualifications and training expected of teachers, including special methods for different needs
- The course of study, classroom design, and support services that accompany specialized instruction
- Strategies for integrating these classes with public health, social services, and community education
Ideal for readers interested in the history of inclusive education, educational policy, and the practical setup of specialized schooling.