Cutbacks behind lack of support for children with needs, says Inclusion Canada N.L.

Teacher shortages aren't behind the lack of accessibility for children with needs in schools, according to Inclusion Canada N.L. executive director Tina Neary.

The problem, she believes, is slashed funding.

"We have a number of teachers and assistants who are still without a contract this year," Neary said. "More and more we're being told it's cutbacks."

Efforts toward accessibility aren't getting easier, she adds. "We have more and more parents having to resort to human rights complaints just to try to get their children the same as every other child," Neary told CBC News. 

For two Corner Brook, N.L. mothers, lack of support for children with needs isn't just a policy issue — it's a reality impacting their livelihoods. 

Jennifer Broadbent and Terri-Lynn Herritt receive school support for their sons under Jordan's Principle, a federal policy meant to enable First Nations children to access products, support and services.

But this September, the mothers say that support was dramatically reduced.

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Opposition Leader Tony Wakeham says schools are supposed to be inclusive — and the Broadbents in Corner Brook are experiencing a crisis this year with their son, Obie. He needs one-on-one classroom assistance and those hours have been cut, which Wakeham blames on the government.

Broadbent's son Obie has a neurodevelopmental disorder called PURA syndrome. He's non-verbal and requires help with walking, feeding and going to the toilet. 

Through Jordan's Principle, Obie received a one-on-one student assistant throughout the school day. That time is now split among other Indigenous children and cut to 1½ hours of one-on-one support in the classroom per day. 

Under this change, she said, she won't bring Obie to school. 

"It is not safe. I can't bring him in. So that means he's not in school when he should be," said Broadbent. "He just can't be there without the support. And that's really, really sad."

Herritt's son, Theo, is in a similar situation. He is neurodivergent and is able to learn the curriculum, but he can be overwhelmed by sensory stimuli.

Last year, Theo had a one-on-one instructional resource teacher for five hours a day, she said — his "most successful" year yet.

Now Theo will get 45 minutes of instruction per day.

Neary said every year, more children are being left behind.

"We're constantly saying that we need to socialize young people with disabilities, we need to engage them in social activities. Yet as soon as that comes out of someone's mouth, the opposite side says, 'well, no, sorry, we can't do that because we don't have the funding," she said.

It's having a direct impact on the children it's supposed to help, she said.

"They're falling short. I've seen some young people who get to the point where they're afraid to leave their homes," she said.

"They recognize that they're not in a place where the rest of their friends are or the rest of the children are."

Neary and PC Leader Tony Wakeham say inclusion is merely one of the provincial government's buzzwords.

"When we talk about being inclusive in our school system, where is that? Is that just the word? Or is the government prepared to actually do something to make that happen?" Wakeham said.

The Department of Education did not respond to questions from CBC News about the apparent decline in teaching assistants for children with needs. Indigenous Services Canada, which administers Jordan's Principle services, also did not respond to questions sent by email and declined an interview.

"We talk about everything that's necessary, including equity, and yet it continues. It's words — actions are not supporting them," Neary said.

"It makes no sense."

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