Mahsi cho, Mr. Speaker. Mr. Speaker, the educational system in the Northwest Territories is not meeting the requirements of special needs students. By not meeting these requirements, the education system is also short-changing those students who do not need any extra help to succeed.

Mr. Speaker, I do not believe that inclusive schooling is here for many of our students with special needs. I heard an explanation on The National the other night that illustrates how inclusive schooling does not work for some children with FAS/FAE.

Mr. Speaker, if you can imagine being so sensitive to noise that even the sound of fluorescent lights would distract you, imagine that you are so sensitive to visual stimuli that the posters on the walls distract you. Finally, imagine you are wearing the itchiest sweater you own at all times. Now, Mr. Speaker, I would like you to consider whether this child would have a hope of being able to function and learn in a normal classroom. I would say not.

Regardless of whether FAS/FAE students have a special needs assistant assigned to them or not, they would not be able to function or learn in that environment. In fact, Mr. Speaker, in all likelihood, this student would disturb other students and interfere with their learning experience.

I am also aware, Mr. Speaker, that we do not have enough special needs assistants for those students with behavioural or physical disabilities that can function in an inclusive schooling situation, so we are also failing those students.

The Department of Education, Culture and Employment has increased funding for special needs to the education authorities over the past couple of years. The important question that needs to be asked is how does that increase in funding translate into the classroom?

I have looked at the 2000 Student Support Needs Assessment and I must say that it contains many disturbing facts and figures that cause me to question whether the funding increases can even hope to meet the needs of NWT students. Over half of the students who were identified as needing to have a special needs assessment had not had one completed. There was a gap between the number of students receiving supports and the number of students who had been identified as requiring those supports. I would suggest that some of those children who are falling through the...