Many students with special education needs are not formally identified until mid-to-late elementary school years, which means that they might be at a school with little to no resources to support them. This is a serious issue for public education. Leaving even one student out, is one too many.
Students with special needs are currently not getting the front-line supports and services they need. Inadequate supports have a bigger impact on students who face additional barriers, such as Black, Indigenous, and racialized students, students from low socio-economic backgrounds, and students who enter Ontario schools without language proficiency in either English or French.
Students need access to educational assistants, behavioural counsellors, child and youth workers, psychologists, and speech and language pathologists to help them learn and thrive.
Meeting the special needs of students is a constant challenge for any government. The Ministry of Education’s current funding model for special education is tied to general enrolment, not to the number of students accessing special education programs or supports nor does it account for the level of support students need to thrive. While the number of students requiring special education programs/supports has increased, funding levels have lagged behind.
Due to chronic underfunding, school boards are often left strapped for funds and are compelled to take money that has been allocated to other program areas to support special education, which leaves every kid at a loss. We need the province to increase special education funding to school boards to ensure they can adequately support all students.
As recommended by the government’s Declining Enrolment Working Group in 2009, special education grants should be revised to better reflect the actual needs of students. The impact of this change will be significant not only for the students whose needs are currently not being met, but for all students in our public schools. Adequately supporting students with special needs helps build more supportive and inclusive classrooms.
Over the past few years, educators have been reporting an increase in incidents of violence involving students who are facing mental health challenges or who display disruptive behaviour. To ensure students are getting the support they need, classrooms require more access to educational assistants, behavioural counsellors, child and youth workers, psychologists, and speech and language pathologists.
Reduce class sizes in grades 4 to 8 and Kindergarten to enhance activity-based learning, positive social interaction among students, and individual attention from teachers.
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Implement a province-wide strategy to address violence in schools. Review the current education funding formula to ensure it meets the diverse needs of students. Address the school repair and maintenance backlog.
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Expand opportunities for all students to reach their learning and development potential by providing greater support for students with special needs and for students who are English Language Learners.
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Cancel EQAO testing and focus instead on teachers' classroom assessments of students.
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Ensure access to teacher-librarians and specialist teachers in the Arts, Health and Physical Education, and guidance to provide an enriched and engaging program for all elementary students.
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Ontario's economic and cultural diversity is reflected in its public schools. Ontario can build more inclusive classrooms by addressing widening equity gaps and providing the necessary supports for marginalized communities.
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Maintain the ability of unionized teachers and other education workers to speak out on behalf of safe and healthy schools and policies that contribute to student engagement, academic success and personal growth.
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Establish one publicly funded education system in Ontario for each of Canada’s official languages.
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