Growing up in the mid 2000’s, there was a judgement around learning disabilities or being a special education student. There was no discussion on ADHD; teachers just told you to sit down. If you have trouble concentrating; just do it. If you had to go to a “special education” room during english; forget it. Forget about your peers ever seeing you as a person, and not as a label.
For all of elementary school, there was a boy in my grade that I think I interacted with for a grand total of three times in the ten years of my primary career. He was non-verbal, but incredibly creative and active; he thrived during art and could often be seen with a basketball at recess. But he was othered, kept in a separate classroom as a grade seven with students from grade two. He had little to no opportunity to socialize with the rest of his grade, or to grow up forming those connections. I realize now, it was the terrible mix of a lack of funding and support, alongside a misunderstanding of how to properly support students with diverse learning needs.
There was no reason he couldn’t join us for art, drama or gym. There was no reason why we couldn’t alter our behaviour to make the lunchroom less overwhelming, or learn to be considerate little monsters who didn’t scream at 11 a.m. on a Tuesday. It was simply easier for staff, and selfishly, for us, to keep him isolated. We collectively let him fall into the background.
A report by Community Living Ontario covered what they called, “A crisis in the classroom. It detailed the treatment of students with disabilities in Ontario classrooms. 29% had been isolated while at school. 14% had been physically restrained. 31% had been sent home, or instructed to stay home.
This report was from 2025. That’s 10 years after I was in middle school. 10 years since I saw that same treatment in my classroom. It should have changed, but it just feels like it hasn’t. It feels like it has remained stagnant. The education might be there, but the resources aren't.
When it comes down to it, it’s a lack of support in the classrooms. Teachers and support staff are overwhelmed and under supported. They aren’t purposefully choosing the “easy” way to be mean. They are choosing it because they have been backed into a corner. The Elementary Teachers Foundation of Ontario has said, “After years of funding cuts and policy changes, school boards simply do not have the ability to provide children with disabilities in this province with the support, resources, and programs they need to succeed. The system is fundamentally broken.”
Teachers must be backed by their administration to put pressure on the Provincial Government and Ministry of Education to increase the funding needed to make each classroom a safe, equitable, and caring atmosphere for students of all abilities. This needs to be a priority for all teachers, and all teacher candidates gearing up to enter the field. These students cannot be pushed to the side and ignored, they must be fought for.
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