NB Inclusion Policy Under Fire: Test Scores Drop

An education consultant contends that New Brunswick's inclusive education policy is a significant factor in the province's poor test scores. He argues the system is overwhelmed by students with severe learning challenges and complex needs, suggesting alternative placements within schools are necessary. This perspective is challenged by the child and youth advocate, who released a report refuting any direct link between inclusion and declining academic results, highlighting past literacy gains. The province plans to review its inclusion policy, but the advocate urges focus on other longstanding issues.

Advocates for students with learning disabilities suggest that blaming inclusion is an easy but inaccurate response to dipping test scores. They note that the current policy allows for students to be out of the classroom for a portion of the time. Factors like changing societal conditions, reduced emphasis on reading at home, and increased demands on teachers are also cited as influences on academic outcomes. There is a call for explicit direct instruction and early identification and support for students struggling with literacy and numeracy.

Parents have mixed reactions, with some agreeing that the system slows down needed services and teachers require more support. Others express gratitude for the sense of belonging inclusion fosters for their neurodivergent children. Teachers' associations support a review of the policy, not to debate inclusion, but to secure the necessary people, resources, and expertise to make it successful. They highlight long waits for essential allied health professional assessments and support, emphasizing the need for data-driven funding and tailored school-level solutions.