The Ontario government has recently announced school closure and other restrictions in the wake of the new Covid-19 variant, I feel worried, stressed, and frustrated as a concerned social worker, parent, and a citizen. Our school boards take great pride in claiming to follow an equity and inclusiveness-based model of pedagogy. But with the recent school closure, I have begun to question the inclusiveness, fairness and equity framework that has been provided for our children in the remote model.
I am particularly concerned about the students that have special needs. Not all children with special needs attend an ISP (Intensive Support Program). How do we ensure that the educational, developmental, and social needs of such children are met? Providing technological support is helpful but how do you ensure that a child who struggles with attention and focus difficulties, impairments in communication, has sensory needs, has a developmental delay, learning disability etc. is constructively able to sit through a full day of school and also actively participate and gain from this experience? Is it even realistic?
Some school boards have created a tip sheet on how parents can help their children with special needs actively participate in virtual school. I wonder if they have considered that not every parent has the privilege to work from home, or even if they do, is it realistic to expect parents to work from home AND actively help their child at the same time? Also, have the policy makers considered that some parents may experience their own personal barriers and challenges e.g. language, space, cognitive abilities, economic challenges, health etc. They may not be able to help their child even with the best intentions.
Children with Autism need specialized therapy like ABA, IBI, OT, PT, Speech and Language etc. While the provincial government has provided funding under the OAP program- many parents are unable to access them due to the closures and restrictions. Many parents are hesitant to use the funding because most of these therapies are currently available virtually and many parents do not agree with the effectiveness of virtual therapy vs in person therapy. For example, An ABA group focused on social communication can teach a child skills that he/she may eventually need to practice in a real social environment like playgrounds, classrooms, and after school programs. And with the restrictions in effect this privilege is not available to them.
We talk about the effects of early intervention in ensuring successful outcomes for our children. It has been about two years since the pandemic started and our children have lost precious time. I worry how these half-baked measures will impact our children with special needs in the long term. In my opinion these measures have been grossly inequitable to many of our children with special needs.