Towards Fully Appropriate Public Education in Manitoba: A 75-Year Journey

Abstract

While students in Manitoba have been required to attend school for approximately 75 years, this has not always been the case for students with exceptionalities. It was at one point illegal to educate them in a public school in the province. If students with exceptionalities were in schools, placement was made in segregated facilities often located far away from their home communities. Over time, Manitoba introduced legislation to allow students with exceptionalities to attend public schools. This change required additional resources in the way of government funding to school divisions and a reconfiguration of staffing at both the provincial and school division levels. Increased parent advocacy, greater numbers of staff trained in service delivery for students, and shifts in the human rights movement saw increased numbers of students with exceptional needs attending schools. While students were included by law in the mainstream of education, in practice their involvement in school lacked authenticity. A province-wide review of supports and services and accompanying amendments to provincial legislation saw the introduction of programming changes to support students' participation in both academic and social components of their schools. A related document of standards was developed to assist school divisions in consistently applying elements of the amendments to the legislation. In years following, the province continued to address challenges of consistency and alignment in education for all students. This involved dilemmas around the implementation and ongoing usage of a provincial report card, challenges in programming due to an increase in the mandatory age for attendance at school, and struggles around province-wide acceptance of legislated amendments on human diversity. A provincial task force recommended a new, strengths-based funding model for students with exceptional needs. With a legacy of 75 years of gradual change for the inclusion of students in Manitoba schools, the province is poised to redefine success in this diverse learning environment. Discussions regarding success for all students, however, must occur within the context of the changing world. While traditional notions of success in the areas of academic achievement continue to be standard within this dialogue, elements such as equity, inclusion, sustainability, and, above all, well-being are recommended for additional and future consideration. Manitoba schools and school divisions have a solid foundation from which to learn and grow for the benefit of all students.