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Barriers exist that limit interagency and inter-professional collaboration.

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"I feel the staff are not provided with enough training to work with students like my son and are at a loss as to how to reach him and help him through his struggles." -Parent

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Create new preparation and professional development programs in inclusive education for teachers, administrators, and teacher assistants.

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Revamp existing teacher preparation and professional development programs to provide them with the practical knowledge, skills and competencies they require to successfully implement inclusive education and meet diverse student needs.

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"I feel the staff are not provided with enough training to work with students like my son and are at a loss as to how to reach him and help him through his struggles.”        - Quote from a parent

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Teachers feel that they are not prepared to be able to provide adequate teaching to children with diverse needs. Part of the reason being is that they do not have a well rounded background in education for students with diverse needs.

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We need more teacher assistants and specialists.

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Approximately two-thirds of the educators who completed the survey disagreed that their B .Ed . program, other professional education programs, and continuing professional development prepared them well for the realities of implementing inclusive education. p62

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“...more practical, hands-on education in how to educate students with special needs” (p.63)

Change the language to diverse needs

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Invest in staff preparation and professional development. p58

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Hire more qualified education specialists and reduce their caseloads to ensure that students receive timely and appropriately intensive supports. p.56

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Occupational therapy and physiotherapy services, for example, are available in Halifax Regional School Board (HRSB) via the IWK school therapy team. Access to occupational therapy/physical therapy (OT/PT) services for children is limited in other parts of the province and even more so for school-based integrated services . Three school boards have partnership arrangements for nurses . The rest of the province does not .

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Two-thirds of the members of the public who completed our survey disagreed that there is adequate funding to support inclusive education, and one-half disagreed that the funds are spent wisely. p.49

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A better approach to assess the adequacy of funding is to determine if the services in place are
providing the desired outcomes.

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Almost all of the IPPs reflect learning, behavioural, or mental-health related needs. Fewer than
fifty students in the province have been on enrichment IPPs on a yearly basis in the last five
years. Educators told us that enrichment wasn’t seen as a priority when other competing needs
went unmet. Overall, the numbers translate into a significant number of students needing a lot
of extra support.

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“Everywhere we went, teachers and administrators shared with us that they felt ill-prepared to meet the demands and challenges of inclusive education, even when they had multiple university degrees.” (P.61)

Teachers shouldn’t be entering the field expecting to only teach typically developing children anyways

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“The best policies and frameworks are meaningless if funding and resources cannot support them”

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Section 4- Practical Specialized Staff Education

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Section 4- Practical Specialized Staff Education

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Section 3- Adequate Funding & Ressources

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Section 3- Adequate Funding & Ressources

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“give
the highest policy and budgetary priority to improve their education systems to enable
them to include all children regardless of individual differences or difficulties.”