Special education and the First Nation student

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From the shade of the mighty pine tree I shall emerge with the gifts the Creator has given me.

The emergence of First Nations schools throughout Canada since 1973, with the acceptance of the policy entitled "Indian Control of Indian Education," created a situation where First Nations educators came face to face with some very harsh realities.

The semblance of control that First Nations had and have today allowed educators to quickly realize that although all First Nations children were born with gifts, many arrived at the door of their formal education, schooling, with many disadvantages. The disadvantage for many has become the yoke of hopelessness, poverty, loss of self-esteem and, fundamentally, a bleak future.

The disadvantages have been given many labels by many people. They range from children with socio-emotional, behavioral or situational difficulties and on and on. The all-encompassing label in many jurisdictions is "special needs children with special education needs."

The special needs of First Nations children, whether they attend a local community school or a school under the provincial system, are frequently not addressed. The reason scant attention has been given to this critical issue for many decades is not because of educators, the front line workers who have often worked with great diligence to meet the needs of special needs students in their classrooms or schools, but the arrogant approach by the Department of Indian Affairs officials who refuse to recommend the allocation of financial resources to allow all First Nations children the opportunity and dignity they are owed to be successful. The cost this arrogance and "we know best attitude" has had a devastating impact on our First Nations children.

First Nations children who already have many disadvantages within our community and nation are confronted with a quick realization that the school system, with all its best intent, will be limited in what it will be able to do to help them. The excitement of the early years of school quickly leads to frustration, anger, rejection and of giving-up. This type of impact on First Nations youth, which is unacceptable, is the greatest shame that the Department of Indian Affairs must carry. The arrogance is alive and well. First Nations are speaking, but is anyone listening.

The First Nation Education Council (FNEC), a First Nations education organization from the territory called Quebec, and which represents some 21 First Nation communities from seven different nations, began a concentrated crusade some seven years ago to get the Department of Indian Affairs to acknowledge there were many special needs students within its communities.

FNEC, which had recognized the special education challenges many years ago, undertook a study within its member communities. The data collected indicated that more than 52 per cent of the children in the community schools were special needs. The provincial rate was about 12 per cent.

The Department of Indian Affairs officials who were presented with the data were not alarmed and the, "don't worry, be happy," attitude prevailed. FNEC was told by Indian Affairs' bureaucrats who had no education background or experience that the data was all wrong and there wasn't a problem. The arrogance flowed like someone had cut the main artery.

FNEC persisted by continuing to gather data, lobbying and involving the chiefs in many meetings. FNEC sought support from other First Nation regions in Canada and, with time, developed alliances with all regions, in particular British Columbia, Alberta, and with the Assembly of the First Nations Education Secretariat.

FNEC pursued its convictions and, after many approaches, got approval some three years ago to launch a three-year pilot special education initiative. This initiative was funded at $4 million plus per year even though the initial basic costing need was $6 billion.

The pilot project was to have many objectives. Firstly, the piot project was to ensure that community schools would be given financial resources to put in place the most needed special education programs. Secondly, the pilot was to gather extensive data to determine for the Department of Indian Affairs that this was a good investment. Thirdly, potentially the pilot would serve as the catalyst for the development of a First Nation national special education policy developed for and by First Nations and funded at the appropriate level.

The FNEC pilot project, which will be completed in March 2000, has demonstrated the impact of special education services. All First Nations schools involved, and who have provided extensive data, have clearly demonstrated the positive impact through the recorded gains of children, the recognition by parents there is hope, and by communities who are seeing the wilted flower begin to blossom.

Unfortunately, this saga does not have a happy ending. The Department of Indian Affairs is no longer speaking a national policy as a follow-up to the FNEC pilot project. It is recommending status quo in funding to FNEC communities, even though mountains of data demonstrate the need to increase the funding by at least 50 per cent over the amounts allocated in the pilot.

What does the future hold? This is difficult to answer. What is known is that children have now moved from the shade of the mighty pine tree with arms extended ready to take their place in the circle. All First Nations must ensure they are given the necessary opportunities. We all can help by supporting our First Nations schools and the leadership that is trying to get the necessary resources for special education services. We can also help by becoming more familiar about what is special with special education. All First Nations children deserve no less.

For further information, call Gilbert Whiteduck at (819) 449-1798/Fax: (819) 449-5570.