A new report reveals that parents of children with special education needs in the London-area public schools are frustrated by the ongoing challenges of securing proper support for their kids. According to the Thames Valley District School Board (TVDSB), parents feel they must “constantly advocate” to ensure their children, particularly those with supports outlined in individual education plans (IEPs) or recommended by professionals, receive the necessary assistance.
The findings, presented in a report released this week, were based on feedback from a meeting held last October, where parents of students with special needs shared their experiences. The report was written by Jeff Bruce, superintendent of student achievement and special education, and Cheryl Nichols, system principal at TVDSB.
Parents expressed concerns that their children often face exclusion and bullying due to their special needs. Many emphasized the desire for their children to be included in school activities, including extracurriculars. They also called for better resources to ensure their children can participate fully in school life.
The report highlights several initiatives the board has implemented to support students with special needs. For example, TVDSB offers an after-school program aimed at improving social skills. The program includes virtual group sessions where parents are taught how to coach their children, with assignments to reinforce these skills at home.
In addition, the board offers professional development programs for educational assistants and social workers, helping to improve “class conversations” and better support students in mainstream classrooms.
Beth Mai, the chair of the school board, emphasized that supporting students with special education needs remains a top priority for the district. She noted that as the board works on addressing a significant $16.4 million deficit, special education programs and services will continue to be a priority, supported by additional funding.
Other concerns raised by parents in the report include:
- Accessible field trips for students with special needs
- Increased funding and resources for special education services
- Support for Indigenous students, including culturally relevant staff
- More access to assessments for students
- Consistent summer meetings before the school year begins
- Transparent communication about students’ needs, progress, schedules, and accommodations
- Keeping special needs students in mainstream classes with sufficient support, including one-on-one assistance
- Educating peers about disabilities to foster inclusion and friendship
To address these concerns, the board is taking several steps:
- Ongoing professional development for staff on how to best support students with special needs
- Special education teachers providing coaching and best practice models to other educators
- Continued consultation with parents through IEP processes and program development team meetings
- Enhancing supports to promote inclusion in classrooms and schools
- Creating educational videos to help schools and families understand inclusion
- Offering the Best Buddies program to foster one-on-one friendships between students with and without intellectual and developmental disabilities
- Developing a list of field trips that are accessible for students with physical and sensory challenges
While the board works to improve special education services, the concerns of parents highlight the need for more consistent support, increased resources, and greater inclusion for students with special needs in London-area schools.
