Special Education Is Not an Extra – It Is Essential
Every child deserves the opportunity to learn, develop their strengths and reach their potential. But not every child learns in the same way, at the same pace or with the same level of support.
For some families, navigating the school system means attending meetings, requesting accommodations, following up on concerns and trying to understand why the supports their child needs are not consistently available.
As a mother of four and a longtime public education volunteer, I believe we must continue to ask an important question: Are we giving every student the support they need to succeed?
Students with learning disabilities, autism, developmental disabilities and other exceptionalities may require individualized instruction, accommodations, assistive technology, educational assistants, special education resource teachers or support from other professionals.
An Individual Education Plan (IEP) is an important part of supporting eligible students. But having a plan on paper is not the same as ensuring that the plan is implemented effectively in a student’s daily learning environment.
Parents need clear communication about their child’s progress, the accommodations being provided and what happens when a particular strategy is not working. Students should be included in these conversations in ways that are appropriate to their age and needs.
Inclusion must mean more than having every student in the same classroom. It must mean having a meaningful opportunity to participate, learn and belong.
Ontario’s special education system includes funding for staffing, professional supports, assessments and specialized equipment. The province also requires publicly funded school boards to provide special education programs and services to students who need them. The challenge is ensuring that resources and services translate into appropriate support for individual students.
Families should not feel that they must become experts in education policy just to have their child’s needs understood.
I believe we need to keep asking whether schools have sufficient access to educational assistants, special education resource teachers, psychologists, speech-language professionals and other supports where needed. We also need to examine whether assessments and interventions are happening in a timely manner and whether families understand the process for raising concerns.
As a trustee, I would want to hear directly from families, students and frontline education workers about gaps in service. I would advocate for transparent discussions about special education resources, responsible budgeting and the impact that staffing decisions have on students’ learning and well-being.
These are complex issues, and trustees cannot promise that every requested service will be provided immediately. However, we can ask difficult questions, examine evidence, advocate for appropriate resources and work collaboratively toward better outcomes.
Every student has strengths. Every student deserves dignity and respect. And every family deserves to be treated as a partner in their child’s education.
Special education is not a privilege for a few students. It is an essential part of building a public education system that works for all students.
Darlene Morrison
Candidate for Public School Board Trustee, Newmarket