more on education,” without acknowledg- ing inflation, students’ complex needs, an outdated framework, the increase in our pro- vincial population, the rise in poverty and greater income inequality. As kids these days say, “Te math isn’t mathing.” I rarely get the opportunity to watch my
colleagues being told the truth about why they feel stretched thin and why students are struggling. Reading Promises Unfulfilled validated what my colleagues and I see every day. I encourage all stakeholders (educators, parents, caregivers, community
agencies,
students, the government, etc.) to read this report, which contains 27 clear and thought- ful recommendations.
A FEW TAKEAWAYS FROM THE REPORT THAT I FOUND PARTICU- LARLY VALIDATING INCLUDE:
Te Need to Index Special Education Funding to Inflation
Te data from the 2025-26 school year used by the ministry is insufficient, as 80 per cent of the census data for the Differentiated Need Allocation model is two years older than our current Grade 12 graduating class. Limited demographic information from the Ontario School Information System (OnSIS) is a bar- rier to the proper allocation of funds. Te data being used does not account for stu- dents’ individual needs, identities and social locations. Tis funding shortfall is evident in classrooms across Ontario, underscoring the need for more profound systemic changes to the funding model.
Members Continue to Report an Increase in Violence
It’s important to note that this issue is not the fault of the children. Tese behaviours indi- cate that children are under a lot of stress and lack the support to develop the skills they need to manage that stress. Teachers work hard to build relationships, but relationships alone do not stop stress responses in another person. Every class has students who face barriers to their learning, even if these barri- ers are not formally recognized. Te report notes that a lack of early in-
terventions and a backlog of needed assess- ments are significant and ongoing reasons why students struggle. Assessments help us understand how students learn, so we can teach in ways that honour their relative areas of strength and need. A lack of proper assess- ments creates ongoing barriers and inequali- ties for students. Early intervention helps us teach the skills needed for positive outcomes.
Implementing the Inclusive Model of Education
Te report focuses on the fact that the theory of the inclusive model is impossible to imple- ment within the current educational system. Inclusivity is not a checkbox; it is an experi- ence with proactive and responsive relational connections based on individual needs and demographics. It is based within the col- lective community and specific to the indi- vidual. People are being told the story that the model across Ontario is inclusive, but it is a myth that needs to be dispelled because it is not the truth. On the contrary, students are in classes that lack the instructional, en- vironmental, or social-emotional accommo- dations they need to be successful. Te num- ber of teachers with specialized training and expertise is dwindling, while the number of colleagues requesting specialized support is increasing.
Smaller Classes Are Key
Smaller class sizes and adequate staffing levels are essential to implementing more effective instruction, including Universal Design for Learning. Considering class size, alongside class composition and student needs, is paramount. Class sizes are far too large to make learning accessible for every- one.
I recently spoke with Kindergarten
teachers who told me that they have no time to spend one-on-one with most of their stu- dents and that alerts are going off on their watches because the decibel reading has detected harmful levels of environmental noise in their classrooms.
HELPING REWRITE THE STORY WITH PARENTS AND CAREGIVERS
For parents and caregivers, it must be a sig- nificant weight at times to not only be raising an exceptional child (or perhaps more than one), but to constantly have to advocate for them. For many, this begins the moment their child is born. As educators, we are honoured to teach
these exceptional children and learn more about them as they grow and learn. We so appreciate the efforts parents make to share their stories and experiences. Parents and guardians are formidable advocates who call policymakers to action. Te Education Act states that the minis-
ter of education must “ensure that appropri- ate special education programs and services are provided for exceptional pupils in ac- cordance with the act and regulations,” and that it is “mandatory for all school boards to
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 31
“
AS EDUCATORS, WE ARE HONOURED TO TEACH THESE EXCEPTIONAL CHILDREN AND LEARN MORE ABOUT THEM AS THEY GROW AND LEARN. WE SO APPRECIATE THE EFFORTS PARENTS MAKE TO SHARE THEIR STORIES AND EXPERIENCES. PARENTS AND GUARDIANS ARE FORMIDABLE ADVOCATES WHO CALL POLICYMAKERS TO ACTION.”
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