Parents in Saskatchewan are raising their voices, demanding more resources for students with special needs after their children, including those with autism, were repeatedly sent home from school. The issue, they say, stems from a critical shortage of full-time educational assistants (EAs), forcing schools to implement modified schedules that disrupt learning and place immense strain on families.
A Mother's Struggle with a Modified Schedule
Erin Gerwing's experience highlights the systemic challenge. Her son, Luca, who has autism, is not attending school full-time. Instead, he is on a modified schedule directly due to the unavailability of sufficient support staff. This means his school week is unpredictably shortened, a situation Gerwing describes as deeply unfair to her child's right to an education.
"My child was being treated so unfairly," Gerwing stated, encapsulating the frustration felt by many families. The practice of sending children home when EA coverage is absent has become a stopgap solution that fails to address the core need for consistent, reliable support within the classroom.
The Core Issue: A Province-Wide Resource Shortage
The heart of the problem is a shortage of full-time educational assistants across the province. These professionals are essential for integrating students with diverse learning needs into the classroom, providing one-on-one support, managing sensory needs, and ensuring safety and participation.
When an EA is absent and no substitute is available, schools are left with few options. For some students with high support needs, the only alternative to having an EA present is to shorten their school day or ask parents to keep them home. This reactive approach creates instability for the students and significant logistical and emotional challenges for their families, who may need to abruptly leave work or rearrange care.
Parents Advocate for Systemic Change
The situation has galvanized a group of Saskatchewan parents to call for concrete action from educational authorities and the provincial government. They are advocating for increased funding and targeted recruitment to build a robust workforce of educational assistants.
Their demands focus on creating sustainable solutions rather than temporary fixes. They argue that investing in these frontline supports is not only an investment in inclusive education but also a necessary step to uphold the rights of all students to access learning in a supportive environment. The current model, they warn, risks leaving vulnerable children behind and exacerbates inequalities within the school system.
The call from these families underscores a broader conversation about resource allocation in education, particularly for students with disabilities. As the story of Luca and others circulates, it puts pressure on policymakers to address the staffing crisis and ensure that schools have the resources needed to serve every child, every day.
