Mr. Speaker, I have a return to written question asked by Ms. Lee on October 14, 2005, regarding access to special needs support.
- How much money, on a year-by-year basis, has been allocated for special needs funding for the last five years for the NWT as a whole?
The total amount of inclusive schooling funding allocated in the years 2000 to 2005 was as follows: $9.079 million in 2000-01; $11.336 million in 2001-02; $15.266 million in 2002-03; $15.937 million in 2003-04; and $16.817 million in 2004-05.
- What is the breakdown each divisional education council/district education authority received for this funding for special needs over the same time period on a yearly basis?
Later today, at the appropriate time, I will table statistics on the amount of inclusive schooling funding that each DEC/DEA received annually in the past five years.
- What is the criteria set out to determine how students with special needs qualify for special needs support?
Students qualify for support when a combination of assessment information, student performance indicators, parental information and/or other information indicates that a student requires either short-term remediation, an individual education plan, or program enhancement for the gifted student.
Sometimes specific conditions have been identified -- for example, dyslexia or spina bifida, hearing or sight impairments -- that warrant specific supports. However, many other students also need supports. For example, a new Canadian who does not speak English may attend English as a second language class, or a student whose parents do not read and are unable to help with homework may get help in homework as and when necessary.
A student in the NWT does not require a formal diagnosis or label in order to qualify for supports. This is because standardized assessments are often inappropriate for NWT students who are not represented by the norm group. While formal diagnoses are desirable, they are not mandatory once information is available to show what supports are needed.
- What is the process used to determine who among our student population have special needs and require additional support?
The process used to determine which students have special needs and require additional supports is as outlined in point three above.
- Please provide all ministerial directives issued in this regard.
Later today, at the appropriate time, I will table the departmental directive on inclusive schooling 1996.
The directive recognizes the importance of allowing all children equal access to education programs in their home communities with their peers. It also recognizes the importance of school/home/community partnerships that are required to offer relevant education programs. The directive is currently under review with the involvement of the education authorities across the NWT. Implementation is planned for the beginning of the 2006-07 school year.
- What is the number of students who require special needs support in our school system at the current time?
According to the last student support needs assessment in 2000, six students out of 10 were receiving at least one type of support in their schooling. This number includes students receiving a broad range of supports as mentioned in question three above.
The number of students with identified specific conditions in the school system was 800 students, or 8.3 percent of the school population in 2000. The department conducts periodic needs assessments because the student population changes slowly, over a period of several years.
Thank you, Mr. Speaker.