If you live in New Brunswick, you have likely heard the ongoing debate over classroom test scores and inclusive education. Now, experts are weighing in on whether the province’s inclusion policy is helping or hindering students.

Education consultant Paul Bennett argues the system contributes to poor academic results and calls the current model flawed by design. He states the system cannot handle the high number of students with severe learning challenges and complex needs.

Bennett does not want a return to segregated classes. He suggests providing alternative placements within schools. This allows students to receive support until they are ready to rejoin the regular classroom. He notes other provinces use this multi-tiered system of support and see better results.

Bennett’s comments follow a recent report from New Brunswick Child and Youth Advocate Kelly Lamrock. As reported by CBC News, Lamrock challenges the idea that inclusion causes declining academic results. He points out that anglophone literacy rates jumped from 50 percent to over 80 percent between 2000 and 2015 while the inclusion policy was active.

Lamrock urges the provincial government to cancel its planned review of Policy 322. He wants officials to focus on early intervention and access to early French immersion instead.

An Easy Target

Ainsley Congdon serves as the executive director of the Learning Disabilities Association of New Brunswick. She says people blame inclusion for poor test scores because it is an easy target.

Congdon notes Policy 322 already allows students to leave the classroom for up to 25 percent of the day. Students with learning disabilities work with academic support teachers to close reading gaps. Behaviour intervention mentors help students build executive functioning skills.

She points to other factors driving down test scores. Screen time is up, and reading at home is down. She also highlights the increasing demands placed on teachers. Teachers now act as social workers, psychologists, and caregivers.

To improve academic scores, Congdon says schools must provide explicit direct instruction in reading and math. She also calls for universal screening in early grades to identify students who need help.

Teachers Demand More Resources

Teachers in the anglophone school system support the government plan to review the inclusion policy. Heidi Ryder, president of the New Brunswick Teachers’ Association, says teachers want to be more inclusive.

“Inclusion isn’t up for debate,” Ryder says. “I would say that inclusion is a belief that we share in this province. But belief alone isn’t going to make inclusion successful.”

Ryder says successful inclusion requires people, resources, and expertise. Teachers currently face long wait times for psychological assessments and speech language pathologists. Without these resources, students fall further behind.

Parents echo these concerns. Fredericton mother Rebecca Wurm agrees with Lamrock’s report. She says the current system slows down access to necessary services. She wants more support to empower teachers and professionals who work with children every day.

Frequently Asked Questions

What is Policy 322?

Policy 322 is the New Brunswick government mandate that requires all public schools in the province to be inclusive.

Does inclusive education mean students never leave the classroom?

No. The policy allows students to be out of the classroom for up to 25 percent of the time to receive specialized support.

Why do teachers support a review of the inclusion policy?

Teachers support the review because they need more resources and specialized staff to make inclusion successful in their classrooms.