News 1130
BC parent group dismayed by number of times special-needs kids excluded from school
“We’re dismayed–but not surprised–by the numbers in the survey”
BCEdAccess’s Exclusion Tracker recorded thousands of missed-school incidents reported by families. The findings showed that exclusion was not simply a matter of absent education assistants, and supported calls for districts to document the problem and address its causes.
BCEdAccess’s survey was the focus; Nicole Kaler and report co-author Jenn Newby were quoted.
Global News
Parents of special needs students told to keep their children at home
Parents reported being told to keep disabled children home, raising concerns about missed learning and families’ ability to rely on school attendance.
News 1130
Back-to-school presents unique challenges for parents of special needs children
“Will we be believed? Will we be listened to?”
Starting a new school year brought questions about full-day attendance, accessible buildings and consistent support. Tracy Humphreys described how past school experiences and repeated pickup calls affect children and parents, alongside practical ways families could prepare for September.
Tracy Humphreys was interviewed; the article highlighted BCEdAccess’s parent network, exclusion tracking and back-to-school advice.
Times Colonist
B.C., teachers agree on vulnerable-student supports
B.C. and teachers reached an agreement on support for vulnerable students. For families, the important question is how the agreement changes the help children receive and whether that support is reliably available.
Vancouver Sun
B.C. teachers, government agree on program support for most vulnerable students
Teachers and the provincial government agreed on programme support for vulnerable students. The practical concern for families is whether the agreement results in more suitable, dependable support in their children’s school day.
Surrey Now-Leader
Support a matter of continuity for Surrey’s special needs students
This report focuses on continuity of support for Surrey students. For families, keeping a consistent support relationship can matter as much as having a position filled when a child’s communication and learning needs take time to understand.
Global News
B.C. among provinces not doing enough for students with disabilities, United Nations says
A UN review raised concerns about segregation and reduced school days across Canada.
BCEdAccess urged the premier to strengthen inclusion commitments.
Times Colonist
CBC Radio — The Current
Inclusive education isn’t living up to its name, expert says
An expert questioned whether inclusive education was delivering what its name promises. The discussion raises a practical question for families: whether being enrolled in a classroom means a child is supported to participate and learn.
The Globe and Mail
New Brunswick to monitor number of school students on partial or reduced days
New Brunswick planned to track how many students attended shortened school days. Recording lost school time can help families and decision-makers see barriers that enrolment numbers alone do not reveal.
The Globe and Mail
Influx of BC teachers has led to fewer services for some, not more
The report questions why an increase in B.C. teachers did not translate into more services for every student. For families, overall staffing numbers matter less than whether their child’s specific support is actually available.
Surrey Now-Leader
Surrey mom furious over new EA agreement
A Surrey mother challenged a new education assistant agreement. The dispute raises questions about how staffing arrangements affect the support children receive and how families’ concerns are considered.
CBC News
Kelowna mom wants more support for special needs students
A Kelowna mother called for more support for disabled students. Her concern reflects the practical issue families face when the help available at school does not match what their child needs to learn and participate.
Times Colonist
Union wants an end to exclusion of students with special needs
A union called for an end to the exclusion of disabled students. The demand concerns children’s ability to attend school and receive support alongside their peers.
Vancouver Sun
Shortage of educational assistants forces some Greater Victoria students to stay at home
A shortage of education assistants left some Greater Victoria students at home. The story connects staffing gaps with children’s access to education and parents’ ability to rely on a regular school day.
CTV News Vancouver Island
Special needs student urged to stay home amid educational assistant shortage
“another child is being left unsupported so my daughter can have support this morning”
A View Royal parent was asked to keep her six-year-old home because education assistants were unavailable. Another family described support being moved between children. The story shows how staffing gaps can become missed school or unreliable help for disabled students.
Times Colonist
Students with special needs told to stay home, miss school
Disabled students were reportedly told to stay home rather than attend school. For families, these decisions mean lost learning time and uncertainty about when their children will be able to return.
Times Colonist
Parents fear for future of Victor students with special needs
Parents raised concerns about the future of students attending Victor School. For families, changes to a child’s school or programme can bring uncertainty about whether familiar support and an appropriate learning environment will remain available.
Delta Optimist
Special needs students routinely excluded from school activities
The report describes disabled students being routinely left out of school activities. For families, inclusion means access to the experiences shared with classmates, as well as time in the classroom.
CBC News
Victoria school district tracking how often special needs students are asked to miss class
Victoria’s school district began tracking how often disabled students were asked to miss class. Recording these incidents can help make lost learning visible and create a basis for families to ask what will change.
