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Human Rights, Equity and Inclusive Education in Ontario : The Three Key Assumptions 

August 26, 2021, @Vanessa Kabore, Master of Law, in NLP and Hypnosis

Author and narrator of the French book La réponse est dans le comportement: les 48 clés du bien-être le plus élevé. (2022). Canada: LEYA.

As the purpose of education is "to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to their society", the emotional dimension, non-rational and subjective aspect of diversity and equity issues involves embracing three key assumptions. The first is that there is not just one truth or reality, but as many truths or realities as there are employees, students, parents and other members of the school community. It is about legitimizing them and therefore reconciling or reconciling the realities in presence. The second is to consider that the meaning of a message is given by the reaction that this message provokes, and that silence is a communication. It is therefore about paying particular attention to communications and interpersonal relations. The third is to remember that doing things the same way leads to the same results, so to get different results, it is necessary to do things differently. Indeed, while equity refers to fair, inclusive and respectful treatment that requires addressing particular needs and interests as well as respecting the roles and expertise of each person, equity and inclusive education have the following overall objectives acting for understanding, mutual respect, integration and well-being; acting for equal rights and opportunities; acting for respect and human dignity; acting for human dignity and racial equity; providing high quality services; discouraging inappropriate behaviors, prevent inappropriate behaviors; raise behavioral standards; remove barriers and violations.