Advocates Call for Change as 1,350 Students Face Exclusion in Saskatchewan

Inclusion Saskatchewan has raised urgent concerns regarding the exclusion of students with disabilities from schools across the province. A recent report revealed that in **18 school divisions**, approximately **1,350 students** are either sent home early or face full-time exclusion due to their complex needs. This report, obtained through a freedom of information request, highlights significant shortcomings in the support provided to these students.

The findings indicate that many of these students have experienced changes to their school schedules, including part-time attendance and temporary exclusions. Families are grappling with the consequences of these decisions, often needing to take time off work to care for their children. **Brittany Acton**, director of initiatives at Inclusion Saskatchewan, emphasized the profound impact this situation has on families, stating that some parents have lost their jobs and even their housing as a result.

Impact on Social and Academic Development

Acton pointed out that removing students with complex needs from classrooms can severely hinder their social and academic skills. The lack of interaction with peers is detrimental to their development, further isolating them from the educational environment. According to Acton, the ongoing issue largely stems from budget constraints and insufficient funding for educational resources, particularly the availability of educational assistants in schools.

The challenges faced by students with disabilities in Saskatchewan’s education system are not new, but Acton notes that the situation appears to be deteriorating. “Inclusion in public schools seems to be getting further from where it should be,” she said, calling for significant changes to ensure that these students receive the necessary support and resources.

Government Response and Future Steps

In response to the report, the government of Saskatchewan has reiterated its commitment to prioritizing education and ensuring that all students receive the support they require. Officials stated that they are actively working to enhance educational outcomes for students across the province, although specific measures have yet to be detailed.

As advocates continue to raise awareness of the challenges faced by students with disabilities, the call for increased support and resources grows louder. The situation serves as a critical reminder of the need for systemic change within the education system to foster an inclusive environment for all learners.