The inclusive education movement began in Manitoba in1966 with the recognition of the right of mentally disabled students to have access to education. However, problems with placing them in segregated environments quickly emerged, and in 1975 the government took a position in favour of mainstreaming. The vast majority of special needs students were therefore reintegrated into regular classrooms in the 1980s, but since teachers received little or no support, dissatisfaction grew and attitudes remained ambivalent. In the 1990s, Manitoba adopted a proactive position. Inclusion became the recurring theme in plans for supporting special needs students. In 1995, Education Manitoba began consolidating the philosophical, legislative and pedagogical foundations for inclusion. All young Manitobans now have the right to an appropriate education, and administrative directives on the exercise of this right are described in a document on standards for student services. An analysis of these standards based on the conceptual framework developed by AuCoin, Goguen and Vienneau (in this issue) shows that they meet the conditions considered essential to inclusive education and also add a requirement for accountability. Will these conditions be enough to ensure that everyone feels accepted, appreciated and safe in his or her community? Vigilance on the part of all school actors is still
required…

1. Le cadre conceptuel élaboré par AuCoin, Goguen et Vienneau pour analyser les lois et politiques scolaires relatives à l’inclusion est présenté intégralement dans l’article rédigé par ces auteurs dans ce numéro.