An independent final report on inclusive and special education is calling for changes to the way the Yukon operates in those sectors.

The report was released in a ceremony Tuesday at the Haa Shagóon Hídi (Learning Centre) in Carcross.

According to a news release, the independent report, completed by Dr. Nikki Yee, outlines the history of inclusive and special education in the Yukon, as experienced by people in the education system.

It also highlights how the current approach for delivering inclusive and special education programming needs to be improved to meet the needs of students.

In the report, Yee said, “Overall, respondents suggested that inclusive and special education programs and services in Yukon are not currently supporting vastly diverse and dynamic student needs.

“Throughout their school careers, students are sometimes denied services or their needs are ignored, as more immediate and intense needs are ineffectively addressed.

“Generally, students experience low-quality education based on chaotic and disjointed structures in schools and across the educational system, and based on under-developed capacity among educators,” Yee said.

“Rather than support educators and students, DOE (Department of Education) systems are a patchwork of policy that lack direction and purpose, and that are shaped by colonial assumptions.

“This system is rooted in a social context that continues to enable colonial relationships, especially discrimination against students with disabilities and racism towards First Nations students and Peoples.”

Yee said it wasn’t all bad, however.

“I also found that there are tremendous strengths that currently exist within the educational system, and that there are many more ideas and suggestions for what is possible within inclusive and special education

“In particular, change within inclusive and special education might be built upon pockets of highly effective programs that are currently operated within and beyond the system.

“Furthermore, major transformation could occur from a strong desire to collaborate and co-ordinate services in support of students.”

Yee concluded with six recommendations:

1. Evaluate whether the DOE’s approach to inclusive education is working.

Conclusion: “No, the vast majority of respondents, including students, families, educators, and First Nations struggled to identify the DOE’s vision of inclusive education, and did not believe diverse students were being adequately supported in schools.”

2. Determine whether services and supports are having the desired effect.

Conclusion: No. Assuming the ‘desired effect’ to be equitable access to learning opportunities, this review found that services and supports are largely reinforcing inequity within the system.

3. Determine whether sufficient resources are in place to support inclusive education.

Conclusion: Perhaps. Several respondents thought it was possible that there were sufficient financial resources; however, systems and structures may be limiting students’ access to adequate supports.

Resource allocation needs to be more closely examined by a Community of Inquiry.

4. Prioritize students for specialized assessments.

Conclusion: Needed. The Community of Inquiry may need to come up with localized criteria around prioritizing assessments.

However, respondents stressed that it may be more important to help educators address students’ learning needs as they surface in day- to-day classroom activities, as assessed by curriculum-based measures or other assessment measures.

5. Assess and track specialist recommendations.

Conclusion: Needed. Increased communication and collaboration are required by families, teachers, EAs, LATs and other members of a student’s support team. This could be achieved through software and/or locally determined procedures that necessitate ongoing communication.

6. Assess and track teachers’ use of recommended strategies.

Conclusion: Needed. All parties involved in supporting students need to be able to communicate and collaborate about what supports are provided.

“I honour and acknowledge the many stories and perspectives shared as part of the review of inclusive and special education,” said Education Minister Jeanie McLean.

“There is much work ahead of us to address the report findings and longstanding failings of the education system.

“I’m calling for change for the benefit of all our children and society,” the minister added. “I share Dr. Yee’s vision of building a world-class system where the strengths of every learner are built up to help them meet their personal goals.”

Yee is an educator with a doctorate in special education from the University of British Columbia. In 2020, she began a full review of the services and supports for inclusive and special education in the Yukon.

“It has been a privilege for me to connect with so many people who have an interest in inclusive and special education in Yukon,” Yee said. “They shared not only significant individual and systems level challenges, but also talked about some truly amazing ideas, programs, and people already in Yukon that could help create an equitable education system for diverse students with many kinds of needs.

“Going forward, there is a real opportunity for diverse peoples to come together, in community with one another, to create a visionary system of inclusive and special education.”

To compile the final report, Yee estimates she connected with 300 to 400 people and reviewed notes from 31 focus groups and 26 individual interviews.

She also read more than 73 written submissions and 500 stories and comments shared through the online tool developed for the review.