Thank you. Mr. Minister.

Yes, Mr. Chairman, that is certainly our intention. It's certainly not our intention to give direction when none of us has an ability to live up to that responsibility. So I concur with the comments the honourable Member has made.

Qujannamiik. Clause 7. Mr. Dent.

Thank you. Mr. Minister.

Mr. Chairman, if I might ask Ms. Joyce to explain.

Thank you, Mr. Chairman. This clause was actually written with that particular concern in mind, knowing that it's only the chief medical health officer who can then decide whether or not a child with HIV is too unwell to attend school. This is not the medical condition of the child; it is in confidence, and this is to protect that confidence.

Thank you. Mr. Dent.

Thank you. Through Mr. Minister, Ms. Joyce.

Thank you, Mr. Chairman. This clause is for the safety or health of that particular student. It's so that a student with AIDS or with HIV cannot be restricted from a regular classroom setting, only on the advice of the chief medical health officer.

Thank you. Clause 7. Mr. Dent.

Thank you. Mr. Minister.

Thank you, Mr. Chairman. We have those established under a protocol between us, the divisional boards, I believe, and Health and Social Services and the departments.

Thank you. Clause 7. Mr. Koe.

Thank you. Some of the issues I wanted to raise have already been raised by Mr. Dent, but I just want to make a couple of comments. In the whole area of inclusive schooling, one of the issues with the committee when we were travelling around was trying to put a definition on "inclusive schooling." People tend to group any special needs, which is what it is, into this category. So I'm just wondering if there is a set definition for inclusive schooling.

Mahsi. Mr. Minister.

Thank you, Mr. Chairman. I guess that is generally an expression of the right under clause 7. The problem that most people want to get is the whole issue of what makes up inclusive schooling and what are the educational programs. You might say it's more a philosophical approach more than a definitive approach, because each student is very different depending on their personal situation.

Thank you. Clause 7. Mr. Koe.

In a community you need a lot of cooperation, a lot of coordination to accommodate students with special needs, especially handicapped students. I just want to say that we have to continue to encourage any programs which will enhance the student's ability to go to school, and also to be integrated into community activities. One area that has concerned me --and I've raised it several times over the last four years --is the issue of people who seem to fall between the cracks once they're out of school. It used to be at 18, but I think now the age is 19 or 21. They had special programs for handicapped people going to school who were integrated into the school system. Then, once they ceased to become a student because of age, there was no one else to look after them in this transition period. Hopefully, with the amalgamation of the departments of Health and Social Services, working in conjunction with Education, Culture and Employment, we'll continue to look after these people who are severely handicapped.

One other area that was raised by Yellowknife District No. 1 was the area of funding and ensuring that the department and the different boards work out proper formulas. I know it's in here, that there are qualifications to how much money there is and there are limitations because of the fiscal positions of the government. But if we are making it permissive, then there has to be a mechanism so that things can be worked out satisfactorily for the people we are trying to include under this category. Those are some comments I wanted to make. Thank you.

Thank you. To clause 7. Mrs. Marie-Jewell.

Thank you, Mr. Chairman. Just for the record, I wonder if the Minister can indicate the definition, for clarity purposes, with respect to inclusive schooling? Thank you.