AN OPEN LETTER TO THE MINISTER OF EDUCATION, CLIFF CULLEN

An Open Letter to MLA Cliff Cullen, Minister of Education for Manitoba 

 

Cliff Cullen, Minister of Education

Room 168, Legislative Building

450 Broadway
Winnipeg, MB R3C 0V8

April 9, 2021

Dear Mr. Cullen,

Do not assume the parents who write open letters or express concerns about the proposed changes to our education system have not read the (sparse) information provided.  We *have* read the documents and we still have very serious concerns.  Stop insulting the intelligence of Manitobans.  With all due respect, Mr. Cullen, your open letter sets absolutely nothing straight.  In fact, it further highlights how out of touch our Conservative government is and how little you have listened to the experts trying to advise you on how best to support students in Manitoba’s public schools.

You claim the Conservative government has reduced child poverty by 25% since 2016.  That figure may sound nice when you offer it up without any context.  In fact, Manitoba's poverty rate has decreased the least of any province in all of Canada, and we are still 10% behind the national average.  Not to mention, poverty rates in Manitoba decreased largely due to the Federal Child Tax Benefit program, which coincidentally was introduced in July of 2016, and had nothing to do with the Conservative government.  Manitoba still has second highest rate of poverty in Canada at 28.3%.  

I’m also wondering how our government can expect single parents to volunteer for Parent Advisory Councils (PACs) while working multiple minimum and low-wage jobs just to scrape together enough to provide for their families?  In Manitoba, over 60% of single-parent households are below the poverty line, but they should somehow “sacrifice” in order to volunteer at their child's school?  Exactly which "sacrifice" does our Premier want these parents to make, I wonder?  Should they sacrifice buying groceries?  Paying rent?  Their utilities?  

In schools that have PACs, those councils are primarily made up of white, higher-income parents who have the resources, the time, and the privilege to volunteer at their children's schools.  This is in no way to devalue their hard work.  Unfortunately, Mr. Pallister’s comments made in question period on March 22 were based on faulty assumptions.  Due to systemic racism and ableism, most of the parents who work multiple jobs to make ends meet are Indigenous peoples, immigrants, people of colour, people with disabilities, and other minority groups that already experience systemic racism and oppression.  Most of the privileged families in Canada are white.  Because racism.  

So now, groups that are already struggling will have even less of a say in the way their children’s schools are run because the higher-income families will be taking up all the room at the table.     

How will high-income, white, stay-at-home parents understand the struggles faced by those in minority groups?  How will a parent whose children do not have any disabilities understand the needs of the families and students who do?  Parents whose children have disabilities are already busy trying to work to pay for therapies, taking their children to appointments, and meeting with teachers and school staff to advocate for their children.  Where are we supposed to find the time to volunteer?  And if we don’t, are we not making enough of a “sacrifice” for our children, as Mr. Pallister suggested?  

The only thing that we seem to agree on, Mr. Cullen, is that our current education system needs to change.  Yes, it needs a massive overhaul, but the Conservatives are clearly not equipped or qualified to do this and are not willing to listen to the experts who want to guide our policy-makers in the best interests of children.  

So, Mr. Pallister and Mr Cullen: Kindly step aside and let the experts do their jobs.  Perhaps there is room on your children’s parent councils for you to voice your ill-informed, uneducated opinions with the other privileged parents? 

Sincerely,

Concerned Manitoba Parents

and

ADHD 2e Pro

Source

Most of our statistical information came from The Social Planning Council of Winnipeg's Report Card on Poverty in Manitoba.  

We have included this open letter on our website and have also uploaded the Report of the Commission on K to 12 Education and the Poverty in Manitoba Report Card with the 2020 Update.  

February is Inclusive Education Month in Manitoba?

Yep, that's a question mark right there in the title.  Did you know this?

'Cuz.... Apparently February 2021 is Inclusive Education Month in Manitoba.... 

And what does that mean?

Apparently it means our Minister of Education regurgitates 15-year-old so-called "inclusion" policy that is vague and general, with no specific actions or commitments made to better the experience of actual children with disabilities in our public school system. 

Great. 

Thanks for that, Honourable Minister Cliff Cullen.  

If you can't find the proclamations, don't worry, that's because they're not even posted on the Government of Manitoba's Education website, nor anywhere other than some division websites.  No public awareness campaigns, no P.D. Days around inclusion, no updated policy....

No nothing.  

So, I have taken the liberty of outlining each proclamation (again, taken word-for-word from 15-year-old policy with no action points).  

February 2021 has been "proclaimed" Inclusive Education Month in Manitoba 

Proclamation #1 :  "Manitoba Education is committed to fostering inclusion for all Manitobans."

• How?  What specifically is the Manitoba government doing to foster inclusion in our public schools?  
• What resources will the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• The formal dispute guide has not been updated in 15 long years, since 2006.  When will this be updated to reflect current reality?  
• How will the Manitoba government provide education to parents, caregivers, and school staff about the formal dispute process, so that families are aware of their rights and of how to proceed with a formal complaint?  

Proclamation #2 :  "Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe.  An inclusive community consciously evolves to meet the changing needs of its members."  

• How?  How do we know if students feel accepted, valued, and safe?  How do we measure this?  We need S.M.A.R.T. Goals: specific, measurable, attainable, realistic/relevant, and time-oriented/time-bound.  

• What resources does the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• When teachers and administrators continue to be allowed to exclude children with disabilities, either due to extra supports they may need, or as a way of behaviour management, this sends the message to everyone in the school (most importantly that particular student) that they are not accepted, valued, or welcome.  
• Making children work in different rooms, suspending children for misbehaviour rather than investigating the antecedents and supporting the student to learn better coping strategies, making children stand in the hall when they are disruptive, etc. are shaming, exclusionary, ineffective, and harmful to the child.  

Proclamation #3 :  "Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship."  

• Um, what?  What does this even mean?  Who defines what is “meaningful” to a child with a disability?  
• How?  What resources does the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• What are the benefits of citizenship anyway? 
• Proclamations with a lot of vague generalizations are pretty useless.

Proclamation #4 :  "In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community.  By working together, we strengthen our capacity to provide the foundation for a richer future for all of us." 

• What exactly does this mean?  
• How?  What resources does the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• Once again, proclamations with a lot of vague generalizations are useless.

Proclamation #5 :  "The philosophy of inclusion is integral to Appropriate Educational Programming in Manitoba." 

• Yes, and....?  What resources does the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• Once again, proclamations with a lot of vague generalizations are useless.
• This philosophy was last updated 15 years ago, in 2006.  When will our provincial policy-writers update this document with more specific, meaningful, and practical directives?  

Proclamation #6 :  "Manitoba will foster school and classroom communities where all students, including those with diverse needs and abilities, have a sense of personal belonging and achievement."

• Exactly how are we fostering inclusive schools?  What resources does the Manitoba Government provide to schools in order to allow them to follow through on this proclamation?  
• Aren’t students with diverse needs and abilities still students?  Why do they need a separate caveat in this sentence?  They should not be “othered”, or put into a separate category, this is the opposite of inclusion.  
• How do we know all students feel a sense of personal belonging?  How do we measure this?  When will official actually ask children and their families about their experiences, and asking them what can be better?  How and when will our provincial government bridge the divide between the policies and the actual human beings who are directly impacted by those policies?  
• We just had a new budget released with specific funding earmarked for students with disabilities.  Who will decide how that is spent, school administrators?  Are those administrators going to meet with students and families to determine how that money will best be spent?  There needs to be meaningful community consultation.  Meaningful means that administrators actually listen to students and families and truly use their input to direct their decision-making.  
• We need S.M.A.R.T. Goals: specific, measurable, attainable, realistic/relevant, and time-oriented/time-bound.  

Proclamation #7 :  "Schools, families, and communities make a positive difference in the lives of children and youth in Manitoba through their commitment towards inclusion."  

• Okay, right, yes…  and…  How so?  That’s a nice sentiment, but what exactly does it mean for children and youth, particularly students with disabilities here in Manitoba?  
• How are schools, families’ and communities making a difference?  How are they committing “towards” inclusion?  Why aren’t they committing to inclusion, full stop?

So...  now what?  

Now we band together and tell Minister Cullen about our experiences in Manitoba's public education system and about what our children need to truly experience inclusion and to have their needs met.    

If you could wave a magic wand and make anything happen at your child's school (talking our under-funded Manitoba public school system) - what would it be?  

You can email Minister Cullen's office yourself at minedu@leg.gov.mb.ca, or email Jillian@ADHDPro.ca* to share your thoughts, needs, wants, and wishes.

Rather than accepting an empty proclamation, let's tell our provincial government exactly how our children with disabilities would actually feel included, welcome, cared for, and have their needs met in Manitoba's public schools.

**Please share far and wide, especially in groups of Manitoba parents/caregivers of children with disabilities.**

*If you email us, please indicate whether you wish to remain anonymous and your name will not be included with any comments or concerns shared.  

*Emails and any communications shared privately will remain confidential unless we have your permission to share.  

Since our provincial government doesn't bother to ask parents of children with disabilities for their input, we decided to do it for them.  

The following is a compilation of comments from Manitoban parents whose children live with disabilities and are currently in public school.  

What "Inclusive Education" REALLY means to Parents of Children with Disabilities

• School staff need to do a better job of risk assessment (and acceptance), teaching children how to do their own risk assessments, and allowing elements of risky play with reasonable boundaries.  Schools are overly concerned with forbidding and banning certain activities because of the (usually low) risk of injury, thus robbing children of opportunities to self-monitor, learn to assess situations for themselves, and to develop skills to manage and mitigate their own risks.  

• Each school division and each school needs to identify the barriers and hurdles that they have put in their system that are causing special needs students to struggle and not succeed.

• Parents are tired of constantly trying to change a system that isn’t interested in change and instead puts up barriers that the parents always need to identify.  It's about time that they do their own inventory.

• Schools can be incredibly rigid in needing to apply rules consistently to everyone, "no matter what".  Instead, school staff could set an example of flexible thinking and being accommodating.  We can teach our students that everyone has different needs, and equity isn't always the same as equality.  This way, children won’t always expect everything to be equal because they will understand that what helps or hinders one person is not the same as what helps or hinders another.  

• Adults are often preaching to children about having a flexible mindset and about adapting to change, yet school staff tend to be incredibly resistant to change and administrators and policy-writers tend to have very fixed mindsets.  

• The learning environment should adapt to the needs of its diverse students, rather than always expecting children to adapt based on the rigid, out-dated expectations of the school (both physical environment and pedagogy).

• Teachers, resource teachers, principals all well trained in Executive Functioning skill development, including emotional dysregulation, impulsivity, time management, and organizational structures.  This would not only benefit kids with ADHD or other Executive Functioning disabilities, but all kids!

• Increased occupational therapy and behaviour specialist support staff for educators.

• Accountability for all school staff to be required to follow student IEP/SSPs and clinical recommendations.  For example, any instructions from a school psychologist, guidance counsellor, social worker, behaviour specialist, occupational therapist, other expert, etc. must be followed and strategies implemented.  

• If there are not enough resources to follow the recommendations, then the division must provide them, or make an application to the provincial government so that expert recommendations can be followed.  

• More classroom teachers and resource teachers to allow children to grow and thrive in a school setting for more than a few hours a day.

• Greater focus on emotional and social skills in the classroom: more than just an hour per week with the guidance counsellor learning the Zones of Regulation, or Fixed vs. Flexible Mindset.  This needs to be integrated into the daily routine of classrooms and students need to be supported emotionally and socially first, before they will be effective learners.  

• More training for all school staff in best practices for supporting students with special needs, as well as what proper accommodations look like in public schools on a day-to-day basis.  

• Training on compassionate and effective communication for school administrators.  

• Training for school staff on how to prevent and deal with bullying in schools.  

• Child-centred and evidence-based training for supporting students with challenging behaviours, such as the Collaborative and Proactive Solutions model (Greene, 2008).  

• Believing children when they are sharing their perspective and concerns.  Taking their point of view seriously and truly working to understand their experience.  Teaching children to advocate for themselves, and then listening to them when they do.  

• Truly understanding that unwanted behaviours are not malicious or intentional, they are a form of communication.  School staff need to be trained in seeing beyond the surface behaviour and looking for underlying reasons, triggers, and causes.  It should never be acceptable for any adult to blame and shame a child for behaviour that they cannot control.  It is the adults' responsibility to teach children strategies for managing emotions, and coping with adversity.  

• Inclusion must be an all-encompassing attitude and culture where all persons are valued and their needs met.

• Truly educating all about what inclusive education means and what it is. Parents and caregivers of both disabled and non-disabled children need to be educated about neurodiversity and disabilities so that they can raise well-informed children who are inclusive and welcoming to all. 

• Inclusive schools, classrooms, and curriculum planning should be required courses for ALL teachers and all school staff, these should not only be mandatory for those specializing in special education.  Education programs and professional development should normalize and demand inclusion practices for all, not just specialists.  

• School divisions should only hire trained professionals, including Educational Assistants (EAs), which means divisions need better funding in order to better pay school support staff.  

• Some divisions hire parents and caregivers, or people wanting to go into education, but have zero training in supporting children with disabilities.  

• This is particularly true during recess and lunch times, when EAs or lunch room volunteers are the primary supervisors.  These times are unstructured and can be loud and stressful for many children, especially students with disabilities, yet they are the time when the least number of trained staff are available.  

“Many parents feel frustrated when support personnel handle the most stressful parts of their child’s day, leading to uninformed discipline decisions.  Whether the EAs are staff employees or parent volunteers, they should be educated to support all students.”  (Hirt, 2018).  

• Students need better consistency with their EAs.  Schools and divisions should make best efforts to keep the same EAs with the same students, and a student should work with the same EA for most of their school day.  If an EA and a student have developed a good working relationship, they should be able to continue working together.  

• However, if the relationship is struggling, then the EA and student need full support to improve the relationship, the EA needs better training to better support that student, or the student needs an EA who can more effectively support them.  

• Schools need to be transparent and communicate openly and regularly with families.  Caregivers need to be kept up to date on any issues at the school and whether an EA that works with their child is either being provided with additional supports and training, or whether they are considering having a different adult support their child.  

• School administrators should be responsible for spotting issues or concerns, notifying staff and students (if appropriate) involved, notifying families, and then initiating a plan for problem-solving. 

• If something isn’t working, they need to acknowledge this and sit down with their team of experts to find a better way, not wait until a parent complains, or hope that the problem goes away on its own.  

• Good policies are only effective if they are practiced, and this can only happen when divisions and schools are provided the resources to see them through.   

This list is by no means exhaustive, and we will continue to add to it as we receive additional comments and feedback from community members.  

References

Greene, R. W. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.

Hirt, Kelly. (2018). Boost: 12 Effective Ways to Lift Up Our Twice-Exceptional Children. GFH Press.

Your Input Is Needed!

If you could wave a magic wand and make anything happen at your child's school (talking our under-funded Manitoba public school system) - what would it be?  

Please comment on our Facebook post, or email Jillian@ADHDPro.ca* to share your thoughts, needs, wants, and wishes.

Given that February 2021 is supposed to be Inclusive Education month in Manitoba, and we have a new Minister of Education, Mr. Cliff Cullen needs to hear our wish-list.

Rather than accepting an empty proclamation, let's tell our provincial government exactly how our children with disabilities would actually feel included, welcome, cared for, and have their needs met in Manitoba's public schools.

**Please share far and wide, especially in groups of Manitoba parents/caregivers of children with disabilities.**

*If you email us, please indicate whether you wish to remain anonymous and your name will not be included with any comments or concerns shared.  

*Emails and any communications shared privately will remain confidential unless we have your permission to share.  

February is Manitoba Inclusive Education Month

 

Apparently February 2021 is supposed to be Manitoba Inclusive Education Month

Though I'm not sure how we are supposed to know or what this is supposed to achieve.  Aside from school divisions posting this proclamation on their websites, I've seen absolutely nothing to indicate that this is anything other than yet another empty proclamation that achieves nothing.

Sorry if I sound cynical...  

No wait, I'm not sorry.  I'm cynical for very good reason and many other parents, caregivers, and professionals are too.  We are tired.  Tired of fighting, tired of advocating, and tired of shouting into the void.  We're tired of years of empty promises from both politicians and from schools.  

We're tired of seeing children punished for behaviour that stems from their disability; behaviour that, in that moment, was out of the child's control.  We're tired of seeing behaviour of children who are clearly struggling labelled as "defiant", "belligerent", "disobedient", "uncooperative", or whatever sugar-coated terminology some school staff are using to blame children rather than look beyond behaviours to see what is really going on.  

Children are hurting.  They're misunderstood.  Many children are being harmed by Manitoba's public education system: by ill-informed school staff, by long out-dated policy, and most of all by political inaction.  If we don't continue speaking up, louder and stronger and ever more persistent, to show politicians that there is a political appetite for change in our public school system, then things will not get better.  Unfortunately politicians need to see that their constituents care enough about this that it will impact how they vote in in the next provincial election. 

Let me be abundantly clear.  There are many absolutely amazing, outstanding teachers and school staff in our province.  They're also burning out faster than schools can find and hire "good" people and they need so much more support than they're getting: from their leadership, and especially from our province.  Our schools are pathetically under-funded, over-crowded, and under-resourced.  That is why teachers and school staff are overworked, under-trained, and under-paid.  That is why teachers are also exhausted and tired of fighting for their students.  That is why school staff feel helpless when they, too, are advocating for the needs of children and their concerns are falling on deaf ears.  Schools can only do so much with so little.  They need help too.  

So please, contact your Minister of Education.  In Manitoba, our newly appointed Minister of Education is the Honourable Cliff Cullen, MLA.  Constituents can email the office of the Ministry of Education at minedu@leg.gov.mb.ca.  

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

If you need help educating your child's school, your family, or with general ADHD coaching or advocacy, please feel free to contact us.  

Manitoba Education's SSP Handbook Needs An Upgrade

Manitoba Education's SSP Handbook 

Manitoba Education's SSP (Student-Specific Plan) Handbook leaves much to be desired.  The biggest issue is the lack of specific, concrete direction for school staff when implementing the goals outlined in a student's IEP or SSP.  If a school staff member has never written an SSP before, they unfortunately will not find much help in Manitoba Education's handbook.  

The biggest issue is that the Handbook outlines how to write S.M.A.R.T. goals for the student, but says very little about accountability and direction for staff in terms of supporting the student to achieve those goals.  Goals will not be effective if there are not concrete steps that the school staff will take in order to meet the student's needs, and then concrete steps that the school staff and student will take together in order to achieve the goals outlined in the SSP.  That portion is missing from the Handbook, and without inclusion of those concrete steps, the SSP is of very little use to staff or the student.  

Highlighting and emphasis in coloured text added by ADHD 2e Pro

Here is what is included in the current Handbook:

(Not-so) “SMART” SSOs (Student-Specific Objectives) 

Specific: written in clear, unambiguous language

Measurable: allow student achievement to be described, assessed, and evaluated

Achievable: realistic for the student

Relevant: meaningful for the student

Time-related: able to be accomplished within a specific time period, typically one school year

Here is what must be included in order for those "smart" goals to be of any use:

(Student-Centered) S.M.A.R.T SSOs

Specific: written in clear, unambiguous language


Specific, concrete direction for the staff regarding what works best for this individual student and what school staff roles will be in helping to meet the student’s needs.  

Oftentimes these goals are written with what the school wishes the student would/could do, rather than what would be in the student's best interest, and that is not okay. 

Measurable: allow student achievement to be described, assessed, and evaluated


Yes, we need to be able to measure whether the accommodations and supports are achieving their desired outcome, which should be to meet the student’s needs and help the student to achieve their goals.  

However, the pressure should not be on the school staff, nor on the student, to perform for standardized testing or assessments.  The focus must, first and foremost, be on meeting the student’s needs, regardless of what that looks like on an evaluation.  

If the student's needs are not being met, then their goals are useless, and cannot realistically be achieved.  

To be clear: the primary purpose of the SSP is to outline what supports a student needs in order to be on a level playing field with their peers, not what goals the student should meet in order to make life easier for school staff.  

Achievable: realistic for the student

An SSP should also have supports and accommodations that are realistic for the staff to provide as well.  If an accommodation is required and staff do not know how to meet this need, then they are obligated to seek support from their division.  Accommodations for students' disabilities are not optional, and if the school or division lacks the resources to provide them, then it is their obligation to apply for funding from the province in order to meet the student's need.  

Relevant:         meaningful for the student


This point is incredibly important.  We will not get buy-in from the student if they don’t care about their goals, and if they are not involved in the process of creating their own goals.  In whatever way is developmentally appropriate, the student should be consulted and have input into their SSP.  They should be given an opportunity to express their wishes, and describe how they feel they can be best supported at school.  

Time-related: able to be accomplished within a specific time period, typically one school year


SSP goals should be short-term as well as long-term.  If there is a goal for the end of the school year, then smaller, achievable goals, should be made for the interim in order to help the student progress toward that year-end goal.  If you have a year-end goal in September, then that goal is too broad, and it needs to be broken up into smaller steps that can be re-visited quarterly.  Ideally, the SSP team is meeting each term, but also communicating very regularly, almost daily if needed.  This daily communication can be in the form of a staff log/communication book or short emails, but they team needs to collaborate and keep everybody up to date.  

The most glaringly inadequate portion of Manitoba Education's SSP Handbook is reference to staff roles and responsibilities when it comes to supporting the student and meeting the student's needs.  In particular when supporting younger students with SSPs, there needs to be increased focus on what school staff will do in order to support the student to meet their goals.  

This is their current framework for developing SSOs: 

This is what it should look like (with an example included): 

Manitoba Education's Roles and Responsibilities for Staff focus primarily on the tasks involved in actually writing the SSP and evaluating the goals, not on how the staff will actually implement the steps outlined within, nor on how they will specifically support the student along the way: 

That is a huge oversight, and one that can make the difference between an SSP that will actually help the student succeed, and an SSP that wastes a whole lot of time and paper. 

One document that is potentially quite helpful is the Parent Handout (appendix F), yet I've never seen it actually given to a parent (I made just a couple of notes that I feel are important to include - click the image to go to our website and download your own PDF copy): 

Schools should be required to provide this to each and every parent and caregiver that will be attending their first SSP/IEP meeting.  There should also be a student and parent "bill of rights" that every family receives.  Currently there isn't adequate legislation in Manitoba regarding the rights of students with disabilities, which I discussed in my last blog post.  

If you need assistance advocating for your child, please do not hesitate to contact us.  

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

If you need help educating your child's school, your family, or with general ADHD coaching or advocacy, please feel free to contact us.  

We Need Legislation.  

Manitoba needs formal special needs education legislation to protect our children and all vulnerable students, and to hold schools accountable for following individualized plans and for providing required accommodations.  Like, yesterday.  

I will try not to let this blog post turn into a rant, but I do hope you'll forgive me if I do have a little soap box under my feet today.  

In the U.S., they have a law called I.D.E.A. that is intended to do just that.  Attorney Andrew Lee explained it better than I could in an article on Understood.org.  

In short, the Individuals with Disabilities Education Act is a law that makes available a free appropriate public education (FAPE) to eligible children with disabilities throughout the United States and ensures special education and related services to those children.

Under this law, there are certain protections for students with disabilities, and safeguards in place to compel schools to follow individualized education plans (IEPs). 

Because education is a provincial responsibility, the procedures and regulations can differ from one Canadian province to another.  For example, Ontario recognizes IEPs as legal working documents.  

Meanwhile, in Manitoba... 

Manitoba?  Does not.  

Source: https://www.edu.gov.mb.ca/k12/specedu/iep

Here in Manitoba parents just have to cross their fingers and hope the school will follow their child's individualized plan.  If the school does not, parents and caregivers have to do all of the leg work themselves: making phone calls, requesting meetings, advocating for their child, begging and pleading.  Some families also have to pay for independent professional assessments, professional supports, or professional advocates out of their own pockets.  There is no teeth to these documents, and little recourse for families if their child's school refuses to follow the student's IEP/SSP.

And all of that leg work?  That can only happen when families actually know and understand what an IEP/SSP is intended for, only for families who have the resources to educate themselves, and only for families who have the time and resources to dedicate to advocating for their child.  If not, the child is the one who suffers.  It can be more than a full-time job just advocating and supporting a child with a disability, even if they are in school full-time, if the school isn't following their IEP.  Attending meetings, writing emails, making phone calls, attending appointments and consulting with outside professionals...  If the parent is a single-parent, or both parents work outside of the home, or other personal circumstances don't allow them the time or financial resources to do all of this, then it's left up to the school to do what they feel is best.  Unfortunately this is often what is best for the school instead of what is best for the student.  

I don't mean that school staff don't care or want to do their absolute best for their students.  Most absolutely do, and many are as frustrated as we are.  Unfortunately resources and funding to schools are so poor that if no one is really pushing them to find a way, then they will end up putting their institutional needs first.  There unfortunately remain some administrators and educators with archaic ideas about how students should behave and how behavioural challenges should be dealt with, which creates yet another layer of difficulty for the students and their families. 

Given all this, we need legislation.  We need Canada-wide legislation that holds administrators accountable equally across the country, that holds schools accountable for following independent plans, and for providing appropriate accommodations.  Too many children are falling through the cracks because their parents don't have the resources to fight for them and because our public schools are so under-funded that the schools don't have the proper resources to provide for the needs of their students.  

To learn more about how schools are funded in Manitoba, visit Manitoba's Ministry of Education website.  

Click here to learn more about the (inadequate) laws that govern Education in Manitoba.  These laws are incredibly general, and quotes from the Charter of Human Rights, which "guarantees all Canadians equality before and under the law, the right to equal protection and benefit before and under the law, and the right to equal protection and benefit of the law without discrimination, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability”.  That's it.

The only specific rights afforded to students with disabilities by law are through the Appropriate Educational Programming Regulation, which is 15 years old (2005), which states that a principal must do the following: 

• Ensure the IEP is prepared with the assistance of the pupil's teacher and other in-school personnel, as directed by the principal;
• The IEP must take into account a pupil's behavioural or health care needs, if any;
• The IEP must be updated annually or sooner if required by a change in a pupil's behaviour or needs
• Ensure that the pupil's parents, and the pupil if appropriate, are given opportunity to participate in preparing and updating the pupil's plan.

That's it.  If a principal is choosing a path that clinicians, parents, or the student disagree with, the principal can move forward with the plan so long as it meets the above requirements.  There is little protection for the student, and no significant way to hold anyone accountable if they are not following the plan.  

That said, there are steps that parents can take.  Please click here to read our blog post with recommendations and suggestions for effectively advocating for children in school.  

There are Student Services Information for Parents posted on the Manitoba Education website as well, which again makes very broad and general statements such as "all students want to feel they belong and are value", but nothing specific and concrete for parents to turn to when needed.  

Another way you can advocate for your child, and all students with disabilities, is to make your --and their-- voices heard.  Share your experiences with those who have the ability to change policy and provide training, connect with other families so that you can join together and know you are not alone.  

Currently the Family Advocacy Network of Manitoba is asking for families with school-aged children in Manitoba to fill in a very short survey describing their back-to-school experiences during the Coronavirus pandemic.  Please share your experiences, the more we speak up, the better we can effect change. 

Teachers are doing the best they can

I want to make clear that I do not fault the teachers for large, systemic issues with our education system.  Most teachers just want to go to school and teach children.  They want to help their students grow and achieve.  Most teachers are doing the absolute best they can with incredibly inadequate resources.

It often takes many families pushing for change over many years to get administrators  ministers, and other politicians to take notice.  We have to keep bringing these issues to their attention and show them how important these issues are to Manitoba families.  The greater the number of parents that are speaking up, the louder our voices will become.  

If you need help advocating for your child at school, please feel free to contact us.  We can help you understand yours and your child's rights and help you collaborate with your school team to develop a child-centred plan that is supportive, positive, practical, and realistic.  

You can also find us on Facebook 

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

If you need help educating your child's school, your family, or with general ADHD coaching or advocacy, please feel free to contact us.  

ADHD Awareness & Education

3 Facts Everyone Should Know About ADHD 

It's #ADHDAwarenessMonth, so we thought we should share the top 3 basic facts we wished people understood about #ADHD, with help from an expert, Dr. Russell Barkley.  

1.  Yes, ADHD IS a legitimate Disability.  

Don't ever let anyone tell you otherwise.  

ADHD has nothing to do with having too much sugar, too much screen time, or not enough discipline.  Some ill-informed (or uneducated) people try to brush it off as "he just needs more exercise".  No.  An ADHD brain is wired differently from other brains, and a sugar-free, gluten-free, screen-free diet is never going to change that.  

    ADHD is a chronic (meaning life-long), developmental disability. 

Dr. Russell Barkley explains it better than we can 

(YouTube video below, or tap here on mobile): 

Note:  Dr. Russell Barkley has some very strong opinions on ADHD.  Being a psychiatrist, he focuses on the medical model, which can sometimes come across as quite pessimistic.  Please take what you need from the information he presents and leave the rest.  Dr. Barkley has such a wealth of information about ADHD, it's worth sitting through a few statements that you may find disagreeable.  

An ADHD brain is wired differently from other brains.
No sugar-free, gluten-free, screen-free diet is ever going to change that.  

2.  "Attention Deficit" is a misnomer 

    (in other words, it's a stupid name, and Dr. Russell Barkley agrees with me)

(YouTube video below, or tap here on mobile)

 

3.  ADHD is a disorder of regulation, and it is NOT a deficit in knowledge.  

ADHD is difficulty with emotional regulation, physical regulation, and attentional regulation.

(YouTube video below, or tap here on mobile): 

ADHD is an incredibly complex disorder that is too often oversimplified as "trouble sitting still" or "difficulty paying attention".  To learn more click here for a more in-depth blog post called 7 Ways ADHD is Misunderstood.  

ADHD impacts so many aspects of peoples' lives and the fact that ADHD is stigmatized and misunderstood makes life that much more difficult for those who have it.  

About the Author

Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.

Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.

Visit ADHDPro.ca and Facebook.com/ADHD2ePro to learn more.

If you need help educating your child's school, your family, or with general ADHD coaching or advocacy, please feel free to contact us.  

My Child Was Diagnosed, Now What?

My Child Was Just Diagnosed As Neurodiverse... Now What Do I Do?  

First, take some time to digest and process this news.  

Breathe.  Call a friend.  Have a glass of wine.  Go for a jog.  Whatever your self-care is, do that first.  

Ok, now, let me tell you something about your child's diagnosis that you may not realize:  This is a good thing.  Seriously. 

Your child is exactly the same person they were before they received their diagnosis, it changes nothing about who they are.  They already knew they were different, and so did you, otherwise you wouldn't have pursued the assessment.  This diagnosis can provide some answers, understanding, and insight.  

What a diagnosis can also do is open doors to resources and supports that a child may need to be on a level playing field with their peers.  Once given these appropriate accommodations, both you and your child may begin to see what they are capable of.  This is so important because this is when they start to see their own strengths.  Many neurodiverse children struggle with low self-esteem because of all of the corrections and criticism they receive, so opportunities for them to shine are imperative.  

This new information provides an opportunity for adults in the child's life to educate themselves so they can better understand the child's unique needs, challenges, and strengths.  Seek evidence-based information on your child's neurodivergence and learn about how to best support them.  We have a blog post with book and podcast recommendations if you're looking for a good place to start.  There are also online communities of parents of differently wired children where you may find other parents and families with similar experiences.  

 

What Do I Tell My Child?  

A lot of parents wonder if they should even tell their child about their diagnosis, especially if they are quite young.  While each family will have to make their own decision based on what they think is best for their child, our advice is usually: yes.  Once you've had an opportunity to process the information, tell your child.  Chances are they already feel different and don't understand why.  This could help put things into perspective for them.  Many children blame themselves for being different, especially if they have been getting into trouble at school, at home, or in social situations.  It's important for neurodiverse children to understand they are not less than anyone else, it is not their fault that they've been struggling, they were simply born with a brain that works differently from many others.  

The good news is now that we know more about our differences, we can develop strategies to let the strengths shine through.  Remember to explain that our differences come with both challenges and gifts; there will be both pros and cons to having a different brain.  ADHD2e also has a blog post outlining some of the other ways in which getting a diagnosis can be helpful.  

If you're not sure how to explain the diagnosis to your child, seek the assistance of a professional.  The professional who did the assessment may be able to help you with finding age- and developmentally-appropriate ways to explain their findings with your child.  

 

What Happens Next? 

Once you've had time to sort through this information as a family, the next step is likely to inform your school.  If a school psychologist did the assessment, they can help provide information and recommendations to the school team.  If your child has been struggling at school, this is a good time for the school team to outline those specific struggles and how they will support and accommodate your child and meet their needs.  This should be a collaborative process with input from the classroom teacher, the resource teacher, the school psychologist, and the parents.  Depending on the student's age and comfort level, they may meet separately with the parent and teacher and/or the resource teacher, so that the child's experiences and wishes can be heard.  If not, the parent can discuss the child's goals at home and share them with the school team on their behalf.  Whatever way it happens, it is very important to give the student a voice and allow them to have some input into their support planning.    

Depending on the level of support and accommodations needed, the school team may develop an IEP/SSP for the student.  This is a very good idea because it provides documentation outlining the accommodations and supports agreed upon and should outline S.M.A.R.T. goals for the student.  The teams should meet regularly (usually once a month at first, and then less frequently as the student requires less support) to discuss the student's progress and make changes to the SSP as needed.  An SSP is a "living document", which means it changes along with the student as their needs and goals change.  

We recommend co-parents attend SSP meetings together if possible, or that a caregiver bring a support person along.  These meetings can be intimidating and overwhelming, so a support person can help take notes and provide moral support. 

 

What Else Can Parents Do?  

Depending on the child's diagnosis and needs, there may be other interventions to assist.  Some of these may be:

• Occupational Therapy (OT)

• Individual or Family Counselling

• Sensory Supports (such as fidget/sensory toys)

• Medication and/or paediatric oversight if appropriate

 

A note on professional services: 

ADHD 2e (and many experts) strongly recommends seeking out child-centred services that focus on: 

• Highlighting and building on your child's strengths (strengths-based supports)
• Helping you, your family, and your child see, appreciate, and foster these strengths 
• Clinicians/professionals who support neurodiverse children to love and accept themselves for who they are and give them the tools to self-advocate
• Avoid professionals who try to "fix" or "cure" a child's neurodiversity, or try to "train" humans to "act normal" 
• Professionals who help you and your child develop skills and strategies for managing the challenges that we can encounter due to neurodiversity 
• Important:  These skills & tools should be those that make the child's life easier, not others'.  Avoid professionals who encourage masking or forcing the child to adapt to neurotypical expectations

 
If your child sees a GP and does not yet have a paediatrician, we recommend getting a referral.  Here in Manitoba paediatricians are hard to come by, but if you have the option, ask your GP to send in a referral.  In Manitoba you can also register for the Find-A-Doctor service if you do not have one.  

There are also a number of community organizations with a variety of services, depending on your child's needs.  The psychologist who did the assessment and/or your division's social worker should be able to provide some resources for you, and many such services can be found online.  ADHD 2e has also compiled a number of local and online resources on our website.    

The next two most important things that we can do for our children are these:

Educate yourselves, your family, and your child's school.  You know your child best, and now you are getting to know them even better.  This will strengthen your relationship.  

Love your child unconditionally, show them with both words and actions that you love and accept them for exactly who they are.  Allow them to be their authentic selves and show them you appreciate all of who they are.  We are so lucky to have these incredible, unique individuals in our lives.  They will teach us a lot.  We will learn a lot.  What we want children to learn is that they are loved, understood, and accepted.  Nothing is more important than a sense of security and belonging.  

That is not to say that this journey is easy.  We all experience daily challenges and times when we really don't appreciate our child's behaviour.  There are extreme highs and lows.  Be compassionate with your child and with yourself.  Seek out your community, a support network, and take care of each other.  

 

Seeking a Diagnosis?

If you suspect your child may have ADHD, but haven't begun the process of seeking an assessment and possible diagnosis, ADHD 2e Pro has created a page outlining some of the options available for next steps you can take. 

Resources

Please visit our website for a list of ADHD resources available in Manitoba, as well as online resources.

If you need further assistance advocating for or supporting your child, please do not hesitate to contact us.  We are here to help.  

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