More staff, training needed to improve inclusive education in N.S., say unions

The unions representing teachers and school support staff in Nova Scotia say more resources, staff, professional development and compensation are needed to improve inclusive education in this province. 

In July, CBC News spoke to more than 10 families from across Nova Scotia who had removed their kids from the public education system. Their children have disabilities, and parents said their respective schools were not equipped to support their complex needs.

This was unsurprising to Peter Day, who began his term as president of the Nova Scotia Teachers Union on Aug. 1. 

As an educator of more than 22 years, Day said inclusivity has always been a major challenge and concern in schools.

“These parents — my heart breaks for them. Their children should have the opportunity to be in school, and have the opportunity to get their education in a manner that fits them,” said Day. 

He thinks hiring more specialists like school psychologists, speech pathologists and social workers could make a big difference in meeting the diverse needs of students, particularly those who require that extra level of support. 

He said some school psychologists have hundreds of students on their caseloads spread across the various schools they’re assigned to cover. 

“It’s not only unrealistic, it’s unsustainable,” said Day. 

Smaller class sizes would also make a difference, according to Day. He said this would give educators the chance to “address the needs of the students in front of them,” ensuring that classrooms are welcoming and inclusive to everyone. 

But as the population continues to grow in this province, so does the number of students. Day said the only way to achieve ideal class sizes is to hire more teachers and staff, getting them into schools as soon as possible. 

Shelley McNeil, president of CUPE Local 5047, said her members are also stretched thin. She agrees that more staffing is needed in order for educational assistants to keep up with Nova Scotia’s inclusive education policy, which states that “every student, including those with special needs, should receive full-day instruction every day.” 

“On paper, it’s a wonderful policy to have. But how realistic is it for this to be implemented when we’re lacking the resources? We need so many more resources,” said McNeil.

She added that low wages are leading to high turnover rates and understaffing.

According to its collective agreement, educational assistants working for the Halifax Regional Centre for Education make between $35,817.70 to $42,662.99 per year. 

Alex Burke, a spokesperson for the Department of Education, told CBC News in an email the department is “committed to fostering a safe and inclusive school culture where all students can develop healthy relationships, make good choices and succeed.” 

The statement also explained that regional centres for education and the Conseil scolaire acadien provincial are the ones in charge of hiring and managing resources, in partnership with the department.  

Support staff represented by CUPE are currently in contract negotiations with the province, although the Halifax local reached a deal just over a year ago after a five-week strike. That agreement expired at the end of March 2024. 

More professional development needed 

Day and McNeil agree that teachers and support staff don’t get enough training when it comes to working with students with disabilities or complex needs.

Specifically for educational assistants, McNeil said the opportunities for professional development throughout the school year are slim. 

She said most training sessions are available during the summer, on their own time and at their own cost. 

Day said the teachers’ union made some improvements to professional development opportunities in its newest contract, but there’s always room for more.

“There can never be enough professional development,” said Day. “I think that’s becoming more and more important within our school system.”

Burke said the province offers many opportunities for professional development for specialized positions, and the department is “continually working with regions and other partners to develop additional resources in response to what we hear from school staff.”