Educational perspectives

Over the past few days, Metro Morning (CBC) has hosted discussions about special education in Ontario. Each of the segments have brought in different perspectives; the common theme is the recognition of the untenable situation for students within the special education sector, the province’s most vulnerable students.

The first segment which aired on October 27th had Christine Levesque, mother of a student on the autism spectrum. She also is on the Board of Directors of the Ontario Autism Coalition. Her family’s experience within the educational system is symptomatic of the larger problem of insufficient funding for special education services.

Following Levesque’s description of her son’s experience, Mitzi Hunter, the Minister of Education, spoke to some of Levesque’s points. Hunter focused on how the Ontario government has announced a new pilot program for bringing ABA (Applied Behaviour Analysis) specialists and training into schools. The three main points (as described on the Ontario Government’s website) are:

The pilot program will: 

  • Provide dedicated spaces for external practitioners of Applied Behaviour Analysis (ABA) to deliver on-site autism services.
  • Provide education assistants with access to voluntary 40-hour online targeted training and professional learning sessions.
  • Provide funding to hire an ABA expertise professional with Board Certified Behaviour Analyst (BCBA) certification/qualification or equivalent qualification.

Has this project been set up correctly? Where are the long term goals? Is this one more thing that schools need to integrate into the day-to-day work of curriculum delivery without a proper framework for implementation? How will the voluntary training for Educational Assistants (EA) be carried out? When the ABA specialists come into the schools, will there be release time for training? How will teachers and EAs have time to do the therapy when they are already stretched?

In a recent CBC article, a survey conducted by Ontario Autism Coalition (OAC) found that 72% of parents of children with autism feel their children are not receiving the support they require to be successful in school. The need for more supports is evident – 60% of the parents surveyed were told by autism professionals that their child needed one-on-one support; only 17% of the children received that form of support.

The new pilot project does not solve this problem. It may, in fact, exacerbate the already challenging work of educational assistants.

Today on Metro Morning, two Ontario educational assistants were able to respond to some of the points raised by Levesque and Minister Hunter last week. This was critical as much of Levesque’s concerns were related to negative experiences with her son’s EAs.

Christina Pinto and Laura Walton tried, in their short time on the program, to explain the reality of the work of EAs in the province. Both of these women explained that they love their work but that it is a challenge for them to do that work effectively. They highlighted their professionalism while shedding light on their daily challenges.

“We never know what’s going to happen.”

“I split my day between three different classrooms.”

“No one is there to support them when I leave.”

“We don’t have near enough support.”

We need the reality of the work of educational assistants to be understood. We need the government and the public to know that getting hurt is not a sometimes event, that it is not recent news. It is a daily reality.

The autism pilot project may be, as Levesque and others have stated, a step in the right direction but it is not enough.

Not even close – students and staff deserve more effective support, more properly allocated funding and more respect for the importance of having students with special educational needs within our school communities.


One thought on “Educational perspectives

  1. Pingback: We need a hero – writing in the (mom)ent

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