BCTF Policy Statement on Inclusion
9.W.01—That the BCTF confirm its commitment to
inclusion of all students in a fully funded universal public education system,
express the following principles with
regard to the
inclusion of students
with special needs:
- Every student can
is entitled to an appropriate education and
full range of
in their community.
- The Ministry of
Education must provide appropriate funding to school districts to ensure proper supports are in place for all students with special needs and
students require differentiated
or adapted programs, placements,
and/or supports; full-time
placement in a regular classroom may not
best meet the needs
of some students.
- Special education services
must be made available regardless
of the age of the student,
including children, youth,
and adult learners.
- Assessment by the appropriate professional
of a student’s special needs must
be made available in a timely manner by school districts,
and be done at the earliest
supports (including release time
must be made available for the teachers involved.
and assisting personnel must
be provided by the school
levels of assisting personnel must
be provided for feeding,
toileting, changing clothes, and
supervising students with special
needs, where applicable.
- In-service related to inclusion of students with
special needs should be accessible to all teachers in all school
districts, including TTOCs.
- Learning specialist teachers,
not the classroom teacher,
be responsible for developing individualized
education programs for
- The school district
must ensure that appropriate numbers
of learning specialist teachers are
in each school.
- The school’s
administrative officer must establish and clearly communicate to all school
personnel emergency response procedures that specifically address the safety of
students with special needs.
- The Ministry of
Education, in consultation with the education
partners, must regularly review Ministry policies
and procedures regarding the inclusion of students
with special needs
in regular classrooms in order
to provide greater
support for these students and their teachers.
services must not be treated
like dispensable luxuries by school
districts facing financial
pressures or staffing shortages.