Advocacy In Action – a Workshop/Conference for Parents/Guardians of Children With Special Needs in BC Schools

Buy tickets on Eventbrite now!

OCTOBER 7, 2017 – 830 AM TO 500 PM, Pacific Autism Family Network, Richmond, BC

Contact us at with any questions.

BC Parents of Children With Special Needs – Action for Equitable Access to Education (BCEdAccess) are presenting a full day workshop for special ed parents.

Featuring a Key Note Address by Rick Moore!

Rick Moore is a North Vancouver father who won a landmark court case that ruled the North Vancouver School District discriminated against his dyslexic son. At the heart of the case was what responsibility the school system bears to help children with special needs succeed. Rick and his family spent fifteen (15!) years going through legal process in order to set this important precedent.

Other speakers and workshop topics will include:

Lindsay Waddell, Senior Associate at Moore Edgar Lyster – “practical information about human rights claims”

Erika Cedillo and Pepe Duarté – “different personality types and effective ways to communicate with your child’s team”

Theresa Grech, Mental Health Expert

A Parent Panel discussion including Bobbi Taylor, Nicole Kaler, Jodie Wickens and Suzanne Perrault

There is plenty of free parking at the Pacific Autism Family Network in Richmond. Lunch and materials are included in the price. Please contact the organizer with any questions or concerns about this event.

Whether your child has a confirmed diagnosis or you have a child who seems stuck in the system, join us for inspiration as well as practical tips and techniques.  Hear from experts and real parents who’ve been through grueling experiences and managed to re-emerge with tools and supports for their children, while finding the right fit in the BC system. You’ll also find a community of parents who really get your experience and can help you feel less isolated.

Information will be updated regularly. Please follow us on Facebook



Guest Post: Effective Approaches to Resolving School Issues for Your Child With Special Needs

With the startup to the new school year, and the many challenges that parents typically encounter around this time, I thought it might be valuable to have a comprehensive guide to how to proceed.  I turned to Inclusion BC to see if they could provide some guidance.  This excellent and thorough document is what they provided.  Thank you, Inclusion BC! – Tracy

About us: Inclusion BC is a provincial non-profit organization that advocates for children and youth with special needs, and adults with intellectual disabilities and their families. Education is one of our biggest priorities. That’s why we’ve made it the theme for Community Inclusion Month in October: Everyone Belongs in BC Schools.

We also have dedicated staff who help parents advocate for their children within the school system. If you need support or have questions, contact Karen DeLong at 604-777-9100 ext 530 or


Effective Approaches to Resolving School Issues

It’s the beginning of October and Inclusion BC has been abuzz with calls from parents whose children have had limited access to an educational program. In some cases, students are still waiting at home. This unacceptable, no matter what the reason. In this article we want to give parents some tips and tools to address the immediate issue and to promote open and honest communication between home and school for the long term.


In this article you’ll see:


  • Information about your child’s rights
  • Legislative and policy information that may be helpful along with common system structures. A well-informed parent will be a confident advocate for their child.
  • Successful tips gleaned from parents over the span of the past 20 or so years of inclusive education in BC. Much more can be found in “Everyone Belongs in our Schools: A Parent’s Handbook on Inclusive Education which is downloadable from our website”.


Your child has rights!

The United Nations Convention on the Rights of Persons with Disabilities-Article 24

“Countries recognize that people with disabilities have a right to an education.  In order to realize this right without discrimination, countries agree to ensure the availability of an inclusive education system at all levels, as well as access to life-long learning.  This means ensuring access to the general education system and the provision of supports and accommodations within the general education system.”

Special Education Policy-BC Ministry of Education

All students should have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. Special Education Services: A Manual of Policies, Procedures and Guidelines.

What does the system have to say?


“Student with special needs:” A student who has a disability of an intellectual, physical, sensory, emotional or behavioural nature, has a learning disability or has special gifts or talents, as defined the in the Manual of Policies,  Procedures, and Guidelines, Section E.

Funding, Assessments and Required Documentation

All school districts receive a basic allocation of funding per student (including students with special needs) registered in the school district from the Ministry of Education. In addition, a district is provided supplementary funding based up the special needs of students within their district. In order to qualify such students must have been appropriately assessed and have an Individual Education Plan (IEP).

*Please be aware that these funds are not attached to a specific student but are provided to school districts to support the needs of students within the district. Most districts in BC spend more on these programs than they receive, such as speech/language support, occupational support, behaviour support, etc.

 see Special Education Services, Category Checklists – 2010, Ministry of Education

The School Act, Regulations, Ministerial Orders & Polices

Should you be inclined to read legislation here are a few things to keep in mind about the Language of Policy:


Must – requires compliance – no option

Should – encourages or provides incentives but is optional

May  – enabling statements but still optional


By the way, an IEP is not a legal contract in BC therefore does not require any signatures. The principal, however is responsible for ensuring that the IEP is implemented.


The School Act says parents are entitled to:


  • be consulted about the placement of their children with special needs
  • be involved in the planning, development, and implementation of their children’s education program
  • be informed of a student’s attendance, behaviour, and progress in school, receive annual reports about the effectiveness of educational programs in the school district
  • examine all records kept by the school board pertaining to their children
  • register their children in an educational program through a school district, independent school, home school, or regional correspondence program
  • appeal the decision of an employee of a board if it significantly affects the education, health, or safety of a student, within a reasonable time from the date that the parent or student was informed of the decision.


When things happen

Steps towards Resolution:


It is important to know that there is a process to resolve concerns at school.  If you skip a step, you will be sent back down the ladder.


The teacher is usually the first person you should approach with a concern.  Remember the teacher is ultimately responsible for the education of every student in his/her classroom. However, if your child is not yet attending school or is there for reduced hours then you probably need to go directly to the school principal.


  1. You can send a concern in written format, try an informal ‘chat’ or request a formal meeting. Include a brief summary of the issue, list the steps already taken and stress the urgency of the matter. Simplicity and clarity are most effective.
  2. If it’s a formal meeting, take someone with you who will take notes and be the calm supporter should you become emotional.
  3. Make a list of your issues ahead of time and take it with you. Quote the Ministry policy where possible.
  4. Listen actively and ask for an explanation if you do not understand.
  5. Follow up with an email summarizing the outcome of the meeting including next steps and a timeline if possible. The timeline is especially important if your child is not yet attending school for full days. State your expectation clearly.
  6. Appreciate that the teacher has done the best that they are able to, but advise them that you will be taking your concern to the next level if unresolved. They are not the enemy but are working within a system that has limitations.  It is merely that you need to take your issue higher to someone who may have more authority.
  7. You may consider speaking with the school principal next. We have found that including the staff at the district level in emails at this time is useful. Commonly, school districts have staff identified as District Principals of Inclusive Education, District Principal, Learning Services or Student Support Services. Check your district website for this information.



Appeal to a Board of Education

Section 11(2) of the School Act says:

If a decision of an employee of a board significantly affects the education, health or safety of a student, the parent of the student or the student may, within reasonable time from the date that the parent or student was informed of the decision, appeal that decision to the board.

A School District appeal is only an option when all of the previous steps have been exhausted. All school districts are required to have an appeal policy and process in place.

1.       Most district’s appeal policies can be found on their website. If you cannot locate this request a copy from the board office. It will outline the procedure and timelines and when you can expect a decision. The board’s decision should be in writing.

2.       The school board’s decision is binding and is the final step for resolution within your district.


Appeal to the Superintendent of Achievement

Appeals can only be made to a Superintendent of Achievement if a decision of an employee of a board significantly affects the education, health or safety of a student AND the matter relates to:

  • Expulsion from an educational program;
  • Suspension from an educational program;
  • Suspension from an educational program where no other educational program is made available;
  • Distributed learning required as part of a disciplinary matter;
  • A decision not to provide a student with an IEP;
  • Consultation about placement of a student with special needs and the provision of an Individual Education Plan (IEP);
  • Bullying behaviours, including intimidation, harassment or threats of violence; or
  • Exclusion due to a medical condition that endangers others.


Final thoughts

Pick your battles and try to reserve your energy for the many opportunities that may lie ahead. With each achievement, no matter how small, congratulate yourself for a job well done and celebrate!

Inclusion BC is dedicated to supporting inclusive education and is available to provide advocacy when needed. Please contact Karen DeLong at 604-777-9100 ext 530 or

We are continuously seeking to hear from families regarding their experiences. Please let us know when things are going well!

Time-tested qualities of effective partners include:

  • Mutual respect for skills and knowledge
  • Honest and clear communication
  • Understanding
  • Shared planning and decision making
  • Absence of labeling and blaming
  • Awareness of unique strengths and needs


Other Resources

Precedent Setting Court Cases


The 2012 Supreme Court Decision Moore v. British Columbia states that:


  • Adequate special education (or an accommodation) is not a dispensable luxury, but a “ramp” to access the statutory commitment to education made to all children…”
  • When denying accommodation “…the service provider must show that it could not have done anything else reasonable or practical to avoid the negative impact on the individual.”

A helpful summary has been prepared by the Learning Disabilities Association of BC

Another important case was Hewko v. British Columbia, 2006 BCSC1638 and was a partial victory claiming:

“the District is required to consult with parents regarding the student’s education program AND the Court also ruled that reasonable accommodation was part of the duty to consult.


What do you think? Have you used any of these approaches? What have we missed?

The state of things

School has been back in for 2 1/2 days as I write this update in September of 2017.  I wish I didn’t have too much to say but unfortunately it hasn’t been a super great week for some kids in BC schools.

What’s been happening, you say?  Here is an incomplete list:

Parents are being asked to keep their children home in large numbers, while classes are organized and set, and often while EA’s are still being assigned and/or hired.

Parents have been told their child may only attend a portion of the day, sometimes as little as 1 hour, and sometimes temporarily but in some cases, for the entire year.

Parents have discovered that their children are not on track to graduate with a Dogwood – their program has shifted without consultation or explanation.

Students new to high school are already getting lost in the shuffle – their IEP accommodations have not been passed on to their new teachers, and assignments are not being approached with regard to their needs.

Parents have been told that assessments are on hold, or that their child will not even be recommended or waitlisted for one at this time.

Parents are already struggling with trying to hang on to their jobs as schools are calling them to pick up their child during the school day, because there are no supports available for them.

Parents are already being told that their children will be excluded from field trips, band, sports and other activities.

Parents, having been reassured before school started that the right supports would be available for their kids, have arrived at school to find that those supports are not there.

I have been hesitant to dampen the enthusiasm and energy of the new school year. There have been some really positive changes. But I can’t help feeling that kids are being left behind again.
Inclusion and students with special needs are the afterthought of the BC school system. These issues need to be urgently addressed. Our kids have waited long enough.

Media Release October 4, 2016 Re: Private SES Funding

Parent advocates decry BC government funding for
select special needs private schools as elitist and segregatory


For immediate release


BRITISH COLUMBIA October 4, 2016 – Sending $1 million in special needs funding to select private schools smacks of elitism, says a parent advocacy group made up of BC parents of special needs children, Action for Equitable Access to Education (BCEDAccess). The group is reacting to yesterday’s announcement of funding for 15 select private schools.


“That means just 500 kids will get the help, services and support they deserve,” says Andrea Kennedy, a spokesperson for BCEDAccess. “But 45,000 other students with special needs in BC schools will continue to struggle to access the same services.”  BCEDAccess calls for the Minister of Education to reaffirm a commitment to inclusive, public education in B.C. and match this funding increase commitment for all special needs students in British Columbia, with the same formula as per pupil funding (50% to private schools).

In 2015, BCEDAccess issued a report documenting the numerous families with special needs children being forced out of the public education system.  Minister at the time, Peter Fassbender and his representatives said there was no funding available to improve services for children in public school. The report and recommendations can be found on their website:
“Now, with this week’s funding, the government acknowledges the need for these services and indicates that they want to provide essential, specialized services — but only if you are in one of these select private schools,” says Kennedy. “They’re breaking the system and moving us further toward a two-tiered education program; one for those who can afford quality education and one for those who are relegated to an under-resourced public system.” The Ministry of Education’s policy for students with special needs states: All students should have equitable access to learning, opportunities for achievement and the pursuit of excellence in all aspects of their educational programs.

“Education is a human right, not a privilege for people with money,” adds Kennedy, noting tuition is out of reach for most families. “It’s a Charter right for all children in British Columbia who have special needs to have equal access to education — in an inclusive environment, not segregation. Many parents who can afford these options, choose them as a last resort when they are forced out of the BC public education system, sometimes going deep into debt or cutting expenses to the bone to make ends meet.”


BCEDAccess notes that, rather than supporting truly vulnerable students, this government has consistently and repeatedly cut funding to Districts who have in turn been forced to cut staff positions including specialized teachers and education assistants.  The group’s 2015 report “identified a number of areas where adequate support was lacking including; no access to specialized services (44%), inadequate training for educational assistants (42%) and not following the individualized education plan (43%)” notes Tracy Humphreys, a member of the group and a parent who says she was forced to remove her two children from public school earlier this year.


Kennedy adds, “We are demanding that funding provided to children with special needs in our public education system be adequate to meet their needs. All children are guaranteed the Charter right to equitably access public education and it’s time for the BC Ministry of Education to ensure this education is provided.”


About BCEdAccess
Founded over 2 years ago by 10 parents who were struggling to get their kids support at school, BC Parents of Special Needs Children – Action for Equitable Access to Education has swelled to 865 members. The group is promoted to parents who have children with special needs in British Columbia to share information, find support and work towards ensuring there is equitable access to education for ALL children.The Forced Out report and recommendations can be found on their website:

Background: Ministry of Education Policy
The Ministry of Education’s policy for students with special needs states: “All students should have equitable access to learning, opportunities for achievement and the pursuit of excellence in all aspects of their educational programs.”


Andrea Kennedy

Tracy Humphreys


Special Needs Funding in BC Schools – It’s Not What You Think

egg rolls

The allocation of services for students in various categories is not like a Chinese Food Menu…if you have designation “X”, it comes with egg rolls and a full time EA

The Ministry began by determining, in a very broad way, approximately how much it will cost to meet the needs of students in certain special education categories. They recognize that the sum they have come up with may exceed the cost of meeting the needs of some students and be insufficient to meet the needs of others within the same category.

In short, the Ministry has never claimed that the funds your child’s category generates for the district, are to be assigned to your child. They are to be pooled at the district level with some students getting a bit more and others a bit less, depending on their identified needs which is determined by the school district.

At the beginning of a new school year, with hundreds of Special Needs students in need of immediate support, the district has to come up with some way of distributing the resources they have (EA time, Speech/Language, etc.) to students who need them. There is no time to evaluate the individual level of support needed for each student based on their unique needs at this point.

Typically, and especially in large districts, a district will employ some system to determine what services automatically go where at the beginning of the year based on designations…and from there, the tweaking begins with some students requiring more and others less support.

This automation of the service distribution causes many educators and parents to believe that students in certain categories are mandated to receive certain kinds and levels of service. It just isn’t true no matter who tells you that.

It’s just an in-house system that approximates needs by category and responds with distributing roughly what they think the service level needs will be. Districts take into account the data they have collected from previous years, based on student populations at the school level – how many Special Needs students were enrolled the previous year, and how many have moved up a level. They may also factor in that some schools will have a higher incidence of Special Needs students than others, and account for that in their initial distribution.

After the initial distribution, districts know that some tweaking will still need to occur to ensure those students who need more than was allocated will receive additional support. So districts will hold back a pool of EA time (and other services) for this reason. After a few weeks, parents and/or educators may see that the supports that were automatically generated are insufficient to support a particular student. Typically, the principal applies to the department of Student Services requesting additional EA time, explaining the need – usually around the end of October.

The bottom line is, it doesn’t matter what category your child is designated in.

The services they receive, and the intensity or level of service they get, must be based on each student’s unique individual needs…not on an automated service delivery system.

It’s the law of the land (Canadian Charter of Rights and Freedoms, BC Human Rights Act – upheld by the Supreme Court of Canada) and no public service like public education can write a policy that changes that fact.

  • Cathie Camley


Guest Post: The Paper Bag

This is a powerful message from Kim McLeod, originally shared on her public Facebook page. Please read and share widely.

Author: Kim McLeod

This is published with permission from the author. This post was originally published on her public Facebook page HERE.

Open letter to the schools, to the administrations, teachers, support staff and students

The Paper Bag

It is graduation year for my son and the students were at the annual day away at a local camp to celebrate their end of year and their time spent completing their journey through middle and high school .

I arrived to pick up my son and his nurse from this activity and there were happy students everywhere! They were taking pictures, playing games, and talking. Teacher stood around talking as well, everyone smiled. It was a beautiful, fun filled day.

I found my son at the centre of the main room flanked by his wheelchair on one side and his nurse on the other as he received some medication. All…

View original post 620 more words

Notes from the April Advocacy Conference

We would like to thank all of our attendees for coming to our first Advocacy Conference in April.  It was a huge success, connections were made, and much was learned!We would also like to extend a warm thanks to all of our amazing presenters.  Their time and dedication is so appreciated, and now they are providing their conference notes for our reference in continuing our advocacy work for our children.

Tracy Humphreys, Conference Coordinator

I will be posting over the next few weeks as I receive these notes.  Sign up to follow our blog for updates!



We would ask that you please cite or attribute any quotes or references to the presenters. 


Deputy Education Spokesperson

Access to Education presentation


Moore Edgar Lyster

Education as a Human Right – FINAL


LDABC (Learning Disabilities Association of British Columbia), Inclusion BC, Family Support Institute of BC

Advocating for Special Needs in BC Schools – Karen



Advocating for the Advocate – Conference notes

B von Krosigk Advocating for the Advocate April 2016


ABC’s of IEP’s April 2016


TMG Consulting, counselling and education


Shoring Up The Cracks

For parents who have children who struggle in some or all academic areas, I have some thoughts I’d like to share about reporting student progress – in particular about reporting progress as it relates to IEP goals and objectives, so their child won’t be one of those who falls between the cracks.

Spiral Curriculum:

A spiral curriculum is an area of study, like math, where students will have that same subject throughout their school career. Each year the content of that subject will increase in complexity, reinforce, and very often depend upon, the student’s prior learning. For example, to be able to multiply and divide, it certainly helps to be competent in addition and subtraction. If a student is missing one or more of those foundation building blocks, then as the curriculum continues to spiral, learning new material becomes more difficult and the greater liklihood of falling through the “wait and see” crack.

The Matthew Effect (The rich get richer, the poor get poorer):

The Matthew Effect is the term used to describe the situation where, once a student falls behind their peers, the gap in learning between the stuggling student and their peers, tends to grow greater over time. This is especially true in areas where the curriculum spirals. In Grade Three he is one year behind. By Grade Eight he is three years behind – and so it continues with the gap ever increasing and catching up becomes impossible. A key argument for early intensive intervention to prevent a child falling though the “Matthew Effect” crack.

Reporting Rates of Progress – a Critical Aspect of Reporting:

A student who has fallen behind and is receiving intervention may well be making progress. What is often not not stated when reporting on the success of an intervention plan is the rate of that progress. At the same time the struggling student is making gains, his peers are also progressing though the curriculum. If their pace of progress is similar to the struggling student’s, then the student will remain behind. If their pace is quicker, due to their accumulated advantage, then the Matthew Effect comes into play, and the gap will widen for the struggling student. Being told that your child is making progress isn’t enough information to know if they will be able to catch up to their peers at some point. Knowing the pace of progress is an important factor in preventing a student from falling though the “she’s making progress” crack.

Measurable Goals and Objectives:

If there is an expectation that a student who has fallen behind is capable of performing at grade level, then it is important to include in the plan (IEP) criteria for measuring and reporting – not only progress – but also the rate of progress. There should be concrete criteria established that clearly shows progress is being made, and an estimated time-frame that helps you to know if the plan is on track towards completion on time. Without this information, you really have no way of knowing if the plan is working. These are the things that should be in the reports you receive. That way, if you see things aren’t going as planned, you can ask for the plan to be evaluated to find out what isn’t working. There could be many reasons why the plan isn’t working and each should be examined to see if changes are in order….because the, “nothing changes, if nothing changes” crack is an annual one.

In some cases, where the gap is already quite wide (several years behind), it may take several years to catch up. The IEP should specifically identify there are long-range goals so that each fall, rather than a fresh new IEP with new/different goals and objectives, the current plan can be carried forward. For students who are working on highly modiified curriuculum, establishing measurable goals and ojectives and a time-line for completion are no less important. Don’t let them fall into the “We have all the time in the world” crack.

– Cathie Camley


Survey Results

For two weeks in April, the BC Parents of Special Needs Kids – Action for Equitable Access to Education group invited parents and caregivers from across the Province to share their thoughts on public education. The survey was targeted towards parents/caregivers who currently have children who experience extra support needs attending public school, as well as those parents/caregivers who had removed their child with extra support needs from public bricks and mortar school.

The survey results should only be used as a reference point to further discussion regarding current opinions of parents who have children who have extra learning support needs in public bricks and mortar education in their community. Parents/caregivers who have children who are accessing a public bricks and mortar school (or had accessed in the past) were invited to participate via the survey being posted on a number of Facebook groups for parents who have children with disabilities. The survey was also posted on twitter and shared via email.

Click here to read the Provincial Results

Three additional reports were generated for the communities of Vancouver, Abbotsford and Surrey.

Vancouver Results
Abbotsford Results
Surrey Results

Some highlights from the survey:

  • The majority of respondents have children who are elementary school age
  • Of the respondents who indicated they had removed their child from a bricks and mortar school, more stated they had been ‘forced out’ versus choosing to leave the public bricks and mortar system.
  • Children being sent home early from school due to lack of support continues to be a concern, with 20% of respondents indicating this has been a challenge for them.
  • Specialized services such as Occupational Therapy and Speech Language Therapy continue to be recommended for children, but families cannot get access to these in the public bricks and mortar schools.
  • Deteriorating emotional health of child (anxiety, depression) due to lack of support continues to be a significant concern for parents and caregivers

The Ministry of Education recently invited parents to complete an online satisfaction survey regarding their child’s education. The survey was generic and only allowed for comments regarding special education in this province. We would like to encourage the Ministry of Education and all School Districts across the Province to consider designing a survey specifically for parents who have children with special needs, in order to get a clearer picture of the challenges (and successes!) they are experiencing in the public education system.



Open Letter to North Okanagan/Shuswap Board of Education

May 11, 2016

North Okanagan / Shuswap Board of Education:

RE: “Students who attend alternate education programs are often the most vulnerable population in the school system.” – BC Government

I am writing in regards to the alternate learning programs slated for closure. I am writing as a Parent of a child in Public School System; and although not a child of the alternate learning program, I am still a passionate public school advocate and concerned community member.

I was drawn to the Salmon Arm Observer article on Apr 14, 2016. I note that in Asquith’s quote, “This restructuring was not a board decision. It was a committee of people working together to determine what is the best way to proceed with supports for students,” said Asquith. “This committee involved principals, alternate teachers, school psychologists, counsellors, parents and classroom teachers.”


It is very interesting to me that nowhere in this committee does it include a student voice. These are the people being most effected by the closure, and deserve to at least have their voice and the opinions heard. Why this school is important to them! Their letters site mental health, social, physical and academic concerns. Should that not be a priority and a consideration in the slated closure?

It is also a great concern to me that Asquith says, “the goal is to build more learning resource teacher time, provide greater capacity with classroom teachers, more learning resource teacher time into our rural schools and additional school psychologist time to behaviour assessment time.”

Again I will state that although these goals sound good on paper; however, they are all focused on the teachers and teacher resources, not one line of this statement addresses the needs of the students of this program. This is a budgetary decision made by a committee on a report, that has not been made public.

I wish to site 3 areas for consideration:

The first is School Act (RSBC 1996) Chapter 412; Part 2 – Students and Parents; Division1 – Students. Under the heading:

4 A student is entitled to consult with a teacher, principal, vice principal or director of instruction with regard to that student’s educational program.

I will again draw your attention to the fact that none of the StoreFront students were consulted in the impending closure of their school.

Secondly; is the Supreme Court of Canada on the right to equal access to education Moore v. British Columbia. The Supreme Court of Canada has agreed on the definition of ‘education as a service’ under human rights legislation to which children with disabilities are entitled to equal access. Speaking on behalf of the Supreme Court of Canada, Justice Rosalie Silberman Abella found, “Adequate special education… is not a dispensable luxury… it is the ramp that provides access to the statutory commitment to education made to all children in British Columbia.”

I would argue that the students of our Alternative School are in need of special education. The brick and mortar traditional school does not meet their needs and they are entitled and due the necessary adaptations to have a successful and quality education. And should that adaptation be the StoreFront then so be it.

Finally, as per – the BC Government website,…/public-…/alternate-education-program
Alternate Education Program

Policy Statement

Alternate education programs focus on educational, social and emotional issues for students whose needs are not being met in a traditional school program. An alternate education program provides its support through differentiated instruction, specialized program delivery and enhanced counselling services based on students’ needs.

Rationale or purpose of policy

Students who attend alternate education programs are often the most vulnerable population in the school system. Alternate education programs have disproportionate numbers of children and youth in care, Aboriginal students, children and youth living in poverty or the street, gifted children who have difficulty in social situations, children and youth involved in drugs, alcohol and the sex trade, and youth with mental health concerns. Alternate education programs offer an opportunity for these vulnerable and at-risk students to experience success.


The relevant sections of the School Act with respect to the alternate education programs include the following:

The preamble to the School Act states:

WHEREAS it is the goal of a democratic society to ensure that all its members receive an education that enables them to become literate, personally fulfilled and publicly useful, thereby increasing the strength and contributions to the health and stability of that society;

AND WHEREAS the purpose of the British Columbia school system is to enable all learners to become literate, to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy;

I would ask that the students of the Alternative Program be able to express and voice their concerns in a person, or at least by written submission, for consideration. I would ask that these points above in conjunction with the students’ voices be taken seriously into consideration before the decision to close our School Districts alternative program.

And I would ask that we all remember the School Act states, “it is the goal of a democratic society to ensure that all its members receive an education that enables them to become literate, personally fulfilled and publicly useful, thereby increasing the strength and contributions to the health and stability of that society”. Let us hold up our most vulnerable youth so that they can reach their full potential.

Our schools need more funding and less cuts and that is a provincial issue to keep in mind as well.

In sincere hope,

Brandi Butts