The High-Cost Special Education Program (HCSEP) provides additional investments to recipients who provide services for students who ordinarily live on reserve and whose special education needs cannot be met within the current resources that are made available for the general student population.
This project was mandated through the Chiefs-in-Assembly Resolution 13/11 (June 2013 All Ontario Chiefs Conference). Specifically the mandate called for the Ontario First Nations Special Education Working Group (OFNSEWG) to develop and conduct "community capacity training … to address challenges in understanding what types of services the High Cost Special Education Program (HCSEP) is designed
This document supersedes Special Education: A Guide for Educators (2001). It also supersedes the following policy and resource documents that have been released by the Ministry of Education to support educators in the implementation of effective programs and/or services for students with special education needs: Standards for School Boards’ Special Education Plans (2000) Individual Education Plans: Standards for
This report is dedicated to two young boys who are members of the Mississaugas of the New Credit First Nation ("MNCFN"). MNCFN launched a human rights complaint against the federal government after it refused to pay for the special education services they needed. This report is the result of that human rights complaint and the
In July 2009, the AFN General Assembly mandated, through the Chiefs-in-Assembly Resolution no. 13/2009, the updating of the Indian Control of Indian Education (1972) document. This policy report was in pursuant of this mandate.
This final report of the Minister's National Working Group published by the Department of Indian and Northern Affairs Development was released in 2002. This report contains a total of 27 recommendations that spans early childhood up to post secondary education. The recommendations in this report cover topics such as: jurisdiction; infrastructure; funding, indigenous knowledge; language
Determining the role of Language and Culture in First Nations Schools: A comparison of the First Nations Education Act with the Policy of the Assembly of First Nations
In this article, Lindsay A. Morcom explores the incongruence between the federal government’s proposed First Nations Education Act and the approach of the Assembly of First Nations (AFN) regarding language and culture education. She also examines research concerning potential outcomes of their approaches to determine what would be most beneficial to learners. Language and culture
This report written by People for Education in 2013, makes recommendations to address gap in knowledge, resources, achievement. It recommends professional development of educators and Aboriginal education opportunities integrated throughout the curriculum. It also suggests that schools with a high percentage of Aboriginal students are provided with First Nations’ language, special education, childcare, arts and
This report demonstrates why the Bill C-33 missed the mark. Authors Paul Bennett and Jonathan Anuik propose a Community school based approach, respectful of what Indigenous scholars such as Marie Battiste term the "learning spirit".
According to a new C.D. Howe Institute report. In “Students in Jeopardy: An Agenda for Improving Results in Band-Operated Schools,” authors Barry Anderson and John Richards provide a blueprint to reverse the high drop-out rates in reserve schools.