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Thi s paper provides a synthesis of educational reforms in Canadian schools over the past century to present times. The unique e mphasis is to document the broad movements of change in both special and regular education. We begin our analy-sis with a detailed discussion on the many meanings of school restructuring and highlight the ongoing nature of school reform. Following a selective chronology of general and special education reform, we att empt to capture what appear to be the key features of school reform and progressive inclusion. The n umerous obsta-cles to school reform are outlined and the evolving roles of those most centrally connected with the school culture—teachers, students, and parents—are re-viewed. Several conditions for successful change are presented and the adoption of a balance of interests, policies, principles, and practices is recommended along with a transformation from dual systems to a unifie d system of education for all students. Regular and special educators are the professionals who must make school transformation refle ct excellence and equity in our Canadian schools, and all available resources and support need to be deployed to this end. ISSN 1918-5227 Pages 8- 37 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei

Canadian Schools in Transition: Moving From Dual Education Systems to Inclusive Schools