Te impact on students is equally con-


cerning. When funding dollars and teaching staff are spread too thin, the quality of edu- cation suffers. Students with special needs may not receive the attention and support they deserve, leading to disengagement and lower academic success. When a broad range of placement options that are responsive to students’ needs are not available, “inclusion” merely becomes a student’s geographic loca- tion in a school, such as a regular classroom. With small school populations sharing


a dwindling pool of specialized supports, schools are forced to work creatively with very limited options to meet their students’ needs. In the north, this can mean the most remote schools share a special educa- tion teacher between school sites. Outlying schools with the neediest populations oſten have the most difficult time accessing outside resources such as extra intervention support. Te lack of proper support can exacerbate behavioural issues, creating a cycle of frustra- tion that impacts everyone in the classroom.


A CALL FOR ACTION: ADDRESSING THE CRISIS


To address escalating challenges, it is impera- tive that education stakeholders work togeth- er to take a proactive approach.


1. Increase funding Te government must recognize the unique needs of Ontario classrooms and particularly complex factors faced in the province’s north and allocate resources accordingly. Increased funding would allow school boards to hire more specialized staff, provide individual- ized layers of support and invest in necessary resources that fit their students’ needs.


2. Address assessment wait times Streamline assessment processes to reduce wait times for students. Tis could involve increasing the number of professionals available for assessment and/or looking for ways to build partnerships with local health services to ensure students receive timely evaluations.


3. Enhance support for teachers Funding meaningful, timely and responsive professional development opportunities that are tailored to the needs of teachers working with students with special needs is essential. Provide educators with the time, tools and training they are seeking to reduce work- loads and enhance student outcomes.


4. Ongoing advocacy and awareness Raising awareness about the challenges faced in Ontario classrooms is vital. Edu-


cators, parents and community members must advocate for proper supports for stu- dents with special education needs. Our collective voices can drive change at


the


provincial level, ensuring that issues affect- ing all schools, especially those in the north, are addressed. Te increasing demands of special edu-


cation in Ontario classrooms, particularly in its northern boards, underscore a press- ing need for systemic change. Every child deserves a quality education tailored to their unique needs, yet the realities of insufficient funding, staffing shortages and geographic disparities pose significant barriers. As edu- cators strive to provide inclusive learning environments, we require rich layers of sup- port that can flex and move as quickly as our classroom landscapes do. Te call to action is clear: we must ad-


vocate for policies that not only recognize the diverse needs of students but also allo- cate adequate resources to meet them. By prioritizing funding and access to profes- sional supports and resources, we can work together to create an educational landscape where all students, regardless of their chal- lenges, can thrive. n


Cristol Bailey is a member of the Rainy River Teacher Local.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 33


“THE INCREASING DEMANDS OF SPECIAL EDUCATION IN ONTARIO CLASSROOMS, PARTICULARLY IN ITS NORTHERN BOARDS, UNDERSCORE A PRESS- ING NEED FOR SYSTEMIC CHANGE. EVERY CHILD DESERVES A QUALITY EDU- CATION TAILORED TO THEIR UNIQUE NEEDS, YET THE REALITIES OF INSUFFICIENT FUNDING, STAFFING SHORT- AGES AND GEOGRAPHIC DISPARITIES POSE SIGNIFI- CANT BARRIERS.”


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