Before the creation of Nunavut in 1999, the boards amalgamated their systems and resources. This included funding for District Education Authorities and school staff. In our view, the Department will need to reassess its approach to developing the remainder of the teaching resources. Approximately 85 percent of Nunavummiut speak an Inuit language (either Inuktitut or Inuinnaqtun) as their mother tongue. During the 2012–13 school year, the student support working group developed a streamlined and uniform approach to individual student support plans (ISSPs). 88. However, the federal government continued to operate some residential schools, with the last one in Canada closing in 1996. CanMap Rail is Canadas only 1:50,000 scale precision-based railroad network mapping data. current and future needs for bilingual educators, and the Department’s capacity to meet the 2013 to 2020 bilingual education requirements of the Act. The Language of Instruction Regulations outline the models of bilingual education from which a District Education Authority can select for its community. We visited eight schools in five communities and reviewed files from all of these schools covering the 2009–10, 2010–11, and 2011–12 school years. Under the Education Act, parties outside the Department also have duties. Parents play a critical role in ensuring that their children go to school. We did not audit Nunavut’s adult education system or programs that the federal government funds. Not only are students’ educational needs not being met, but teachers face increased difficulty accommodating all students. We found that the Department put a structure in place to establish a plan for implementing the Education Act. We found that the Department has developed 50 percent of its sets of teaching resources to date. inclusive education, curriculum, and parental involvement. Inclusive Education Regulations, Consolidation of Current to: 2013-08-13 (b) must be familiar with education in Nunavut; and (c) must have, or be willing to develop, an understanding of the approach to inclusive education in Nunavut and an understanding of Inuit values and how they relate to the assessment. We found that documentation did not state whether the students received the needed services or adjustments about 75 percent of the time. Director: Jo Ann Schwartz, Alexandre Boucher Although the Department of Education has provided some tools, such as regulations, to meet the requirements of the Act, there are still many areas where tools and resources are required. To learn more about the Nunavut Territory and your education options, please visit www.gov.nu.ca. Continuous progress—The advancement of students through the stages of learning, from early childhood through Grade 12, at their individual rate of learning. The SIS will provide information regarding a student’s progress on the goals set out in each ISSP. Course content will also explore diversity drivers and dimensions, dimensions of cultural differences and communication challenges. Several educators and departmental officials told us that progress has been particularly slow in producing teaching resources in the Inuit languages, with those in Inuinnaqtun falling the furthest behind. We also found that for 65 percent of the plans we examined, tracking of the student’s progress or the plan’s effectiveness was not documented. 67. We examined whether the Department collects and analyzes information about student assessment related to these marks to assist in developing the Nunavut-wide assessments required to be implemented in 2014 under the Education Act. The Department has responded. To address the insufficient number of qualified bilingual teachers, the Department has used letters of authority to hire individuals to meet bilingual education instruction needs. The Department’s response. The Department’s response. Submitted by skalluk on June 1, 2016 - 10:41am. As mentioned in paragraph 28, we looked at whether the Department used the information collected and prepared for implementing the Act to identify the impact of the Act to date and to enhance ongoing implementation. We examined whether the Department has provided schools with the tools and resources they need to implement inclusive education. The Department agrees with all of the recommendations. Bilingual education is a cornerstone of the Act. This has been a departmental priority for several months and we have analyzed these differentials over the past three years. Schools provide additional support to children who need extra assistance. (1) The school team shall, at the time described in subsection (2), provide the parent of a student or, if the student is an adult, the student with the following information in writing: The Department recognizes that our current bilingual education strategies do not fully address our mandate and that additional measures are required to move forward. The Department’s response. Mr. Chairman, based on our audit work, we identified several obstacles to the Department’s implementation of the Act. The Department will collaborate with the departments of Health and Family Services to create guidelines for addressing issues and services for students requiring additional support that the school system cannot provide. The Department of Education should decide on. 33. It also requires that principals put in place programs and procedures to encourage parent and community involvement in the school. 46. The Department of Education should provide information on the progress of implementing the Education Act to the Legislative Assembly for its review of the Act. 40. We did not audit the District Education Authorities. The number in front of the recommendation indicates the paragraph where it appears in the report. Through the current training and resources provided by RPAN, camp staff members are taught activities and games that highlight inclusion. This course will focus on a deep understanding of diversity and inclusivity as catalysts for organizational success. Human resource capacity issues that the Government of Nunavut faces have also impacted implementation activities. The audit covered the period between 1 July 2009 and 31 May 2013. Agreed. Recommendation. According to the Department, the boards were responsible for funding, staffing, policies, and programs. 11. Its budget for K–12 School Operations and for Curriculum and School Services was approximately $171 million in the 2012–13 fiscal year. We found that attendance is being promoted in the schools through the use of incentives such as extracurricular activities and prizes for good attendees. Without such an analysis, the Department does not know whether students are being properly prepared in the classroom for the exams, whether teachers need additional support in providing classroom assessments, or whether different assessment tools and approaches are required. The Minister of Education has indicated that it would be preferable not to amend the Act before our audit was tabled. The move follows the finding from a recent auditor general's report that found that Nunavut was falling behind when it comes to inclusive education. The purpose of bilingual education in Nunavut is to produce graduates who are able to use both an Inuit language and English or French competently. the impact of external challenges on the Department’s ability to implement the Act, including those identified in paragraphs 79 to 83; the number of bilingual educators needed in the short and medium term. The current plan is to complete the regulations by the middle of the 2014–15 school year. Individual student support plans outline the support, services, goals, and expected outcomes for students who need extra assistance. We reviewed the Government of Nunavut’s laws, regulations, policies, and guidance on the education system. We also conducted interviews with departmental officials. The working group met regularly and was supported by an Education Act implementation coordinator. The Department of Education should provide mandatory training on differentiated instruction and related ongoing assessment to all Nunavut teachers and student support assistants. Recommendation. This issue applies to the implementation of the Education Act. However, there are still many areas requiring tools and resources—for example, teaching resources to deliver the curriculum and training to facilitate inclusive education. The Foundation for Inclusive Education: Inuglugijaittuq, In Nunavut document supports inclusion, where all students receive an education based on individual goals achieved through adequate support. The way education is viewed and delivered in Nunavut has changed significantly over time. determine the extent to which its schools meet the bilingual requirements for Kindergarten to Grade 3; determine the number of bilingual teachers needed in the short, medium, and long term to meet the bilingual education requirements, and compare these requirements with the current and expected supply of teachers, and identify any gaps; and. The Department’s response. The Department hires these individuals to teach early grades in an Inuit language or else to teach these languages in high school. This requires more time and effort on the part of teachers. Student Support and Wellness Student Achievement is responsible for providing services within an inclusive education model expressly designed to meet the needs of Nunavut’s students. Further, school initiatives are not consistently shared across regions so that schools can learn about best practices and implement these initiatives in their own school. Document(s): … (53–61), 70. 1. 58. During the 2009–10 school year, students in Kindergarten to Grade 6 attended school an average of 80 percent of the time. 61. The plans are tools for addressing the specific educational needs of individual students and assisting in their inclusion in the classroom. 39. In 2002, a proposed made-in-Nunavut Education Act failed to receive the approval of the legislature. This will include a review of the certification process for language specialists, as well as a review of how LOAs are issued to educators, and how to track those in teaching positions on LOAs. 64. Education Minister David Joanasie announced on Tuesday, Sept. 5 new plans to amend the 2008 Education Act and Inuit Language Protection Act. 70. The Department’s response. The Department developed a plan that specified what was needed to implement the Act as of fall 2009. Iqaluit is the largest city and territorial capital ..read more. 59. Low attendance is a serious problem in Nunavut. To deliver the curriculum in schools, educators require teaching resources, such as handbooks and manuals, to guide their instruction. %PDF-1.6 %���� 48 0 obj <> endobj xref 48 16 0000000016 00000 n By the time students with this attendance rate graduate from high school, they will have missed the equivalent of more than three full academic years. This information can also be used as part of the legislative review. By comparison, schools in Whitehorse, Yukon, had class marks in various courses that averaged 4 percent higher than the related standardized exam mark that year. A curriculum is a set of subjects that make up a course of study in a school. 3rd Session; Document Number: 137-4(3) TD date: May 31, 2016. additional support to help students stay engaged and succeed in their education (including more teachers and other staff). The Minister of Education has responsibility for implementing the Act, and this responsibility is delegated to the Department of Education. 18. In an effort to address the gap between classroom marks and final examination marks, a working group in the Department has completed a directive on marks differentiation. Exceptionality Education Canada, v11 n2-3 p5-31 2001. The Act and its regulations set staggered dates for implementation. An external review of inclusive education is being planned, and will identify gaps in aid or support to students on ISSPs. 41. This review will include collaboration with the Nunavut Teacher’s Association to determine how to credit prior learning, and to link the program with teacher education courses. Further, the fact that English is often spoken in the home affects the Inuit language skills of students entering school. 25. 86. 56. School principals and Regional School Operations staff are expected to support the authorities in fulfilling these duties. 49. The directive will be in-serviced at the upcoming regional principals’ meetings early in the 2013–14 school year. Regulation development. 72. At the time of our audit, the Department was on track for meeting its revised schedule for developing regulations. 0000001408 00000 n While the Office adopts these standards as the minimum requirement for our audits, we also draw upon the standards and practices of other disciplines. Management reviewed and accepted the suitability of the criteria used in the audit. The Department will collaborate with the Nunavut Teacher Education Program to develop a Memorandum of Understanding to track the number of bilingual students who enter and successfully complete the program annually. We found that, as of June 2013, the Department had submitted only its 2009–10 report, which was more than a year late. 31. The Department of Education’s mission is to work collaboratively to build a seamless learning environment that is accessible to learners of all ages, inspires excellence among learners and educators, and promotes personal and community well-being. Schools have student support teachers, who lead the development and management of programs for students requiring program adjustments or special support. It is mandatory that teachers use the approved curriculum guides in the delivery of education … Skills Training & Community Inclusion Inclusion NWT Phone: (867) 920-2644 Fax: (867) 920-2348 Address: 4912-53rd Street Yellowknife, NT E-mail: STCImanager@inclusionnwt.ca. The authorities are also responsible for monitoring school plans and providing direction to principals on how to administer schools. The following is a list of recommendations found in the report. The Department will develop a database to gather data on educators’ bilingual capacities at all levels within the Kindergarten to Grade 12 school system. 50. 53. Want to follow this profile? clearly communicate progress on individual student support plans to teachers and assistants who are working with each student, including whether support in the individual student support plans can be provided, and if not, why not. We examined whether the Department developed and provided training to help responsible individuals perform their duties under the Act. 29. We did not expect the classroom and exam marks to be identical. reported to the Legislative Assembly on the implementation of the Act. Staff members use Inuit Qaujimajatuqangit as the basis for developing a curriculum, related teaching resources, and student assessment tools (Exhibit 2). Further, only one of five schools expects to be in a position to meet the Grade 4 bilingual requirements that come into effect in the fall of 2013. Nunavut Education Program The development of the Nunavut Education Program is one of the primary responsibilities of the Curriculum Development division. Agreed. More details on the conduct of the audit are in About the Audit at the end of this report. We examined whether the territory’s Department of Education has adequately planned to implement the Act. 65. 76. The Act requires principals to inform parents about activities at school and work with District Education Authorities to implement programs to promote parental involvement. The Act assigns significant responsibilities to the District Education Authorities. The Department of Education should. 77. Under the Education Act, students are entitled to have their educational program adjusted, and to receive adequate support to meet their learning needs and achieve curriculum outcomes. Principals have indicated that they must devote considerable time and effort to completing the reports. The goal of the new Act is to ensure that the vision and beliefs about education held by Nunavummiut are embedded in schools and in the education that students receive in Nunavut. 80. The Operations Manual for Nunavut Schools requires that principals report monthly to the Regional School Operations offices, on a variety of information. The Department will work with Nunavut Arctic College to revitalize the Language and Culture Instructor Diploma program to deliver basic instructional programs to language specialists and potential Inuit language instructors. Unfilled positions, the housing shortage, high turnover, and overburdened staff contribute to the capacity problem. Our work focused on six key elements of the Act: attendance, assessment, bilingual education, inclusive education, curriculum, and parental involvement. There will be a renewed focus on data sources and collection to enhance the quality of reliable, relevant information concerning the education system. For example, schools hold community feasts or invite parents to the school as part of a family literacy initiative. 0000001278 00000 n The Department is committed to streamlining principals’ monthly reports and reviewing the reporting procedures to better identify reporting requirements. 32. We examined whether the Department developed the tools and put resources in place to implement the bilingual requirements of the Act, and whether the schools we audited met or were on track toward meeting the bilingual requirements. 6. Built with the same quality and precision of CanMap, CanMap Rail provides the complete picture of Canadas rail infrastructure currently in operation, including railway lines classified as abandoned. 55. For three days, the standing committee on legislation listened to over a half-dozen witnesses speak and answer questions about the bill. The Department has identified many of the same challenges as the Office of the Auditor General in implementing the Education Act and has taken steps to, Inclusive education—The opportunity for all students, regardless of individual challenges or differences, to attend regular classes with children in the same age group, and to receive an education based on individual goals and achieved through the use of adequate support. Delivering education in Nunavut is complicated by other factors, such as. The Inuit organization says Nunavummiut can’t receive an adequate education in a system woefully unprepared to accommodate Inuit culture, the special needs of … 71. We also looked at whether the Department used the information it prepared and collected for implementing the Act to assess the impact of the legislation to date and to enhance its ongoing implementation. The Education Act requires students to be assessed regularly. 4. However, teachers and senior management have expressed concern that some individuals hired under a letter of authority lack formal training in areas such as teaching techniques and assessment, and that this practice has had an effect on the quality of education received by students. The Nunavut Education Act came into force in July 2009, replacing the Northwest Territories legislation. Further, we found that only one of the five schools we audited expects to be able to meet the Grade 4 bilingual requirements that came into effect in fall 2013. For instance, they must understand the legislation so they can ensure compliance with the Act and its regulations. The reports communicate information on the schools’ implementation of the Education Act, such as bilingual education, attendance statistics, and activities occurring in the school. Internal reporting. Each community has an elected authority, whose duties include setting school policies on student behaviour, attendance, and discipline, as well as promoting the value of education to students, parents, and the broader community. Implementing the Education Act’s bilingual education requirements is a major undertaking. Education is one of the Government of Nunavut’s largest departments. The group was created as a forum for discussion, decision making, and oversight regarding all of the Department’s implementation activities aimed at meeting the Education Act requirements. Agreed. 22 Inuglugijaittuq Foundation for Inclusive Education in Nunavut Schools Inclusion is an attitude and a belief, a way of life, and a way of living and working together in schools. As bilingual education requirements increase over time—as the Act calls for— schools will be further challenged to meet them. We did not audit the quality of education in Nunavut. Under the Act, principals must also submit operational plans for their schools. This article describes the legislative and policy provisions that support educational services for children with exceptional needs in Nunavut and the Northwest Territories, Canada. The lack of teaching resources is another barrier to meeting the bilingual education requirements of the Act. 45. Legislative & Policy Supports for Inclusive Education in Nunavut and the Northwest Territories. (64–69). 15. Considering this information would allow the Department to determine whether the Act is making a difference and to assess whether the Department needed to change its approach. Only about 36 percent of Nunavummiut students graduated from high school in 2011. The Education Act requires principals to promote regular and punctual school attendance. The Department of Education should provide information on the progress of implementing the Education Act to the Legislative Assembly for its review of the Act. A working group was formed in 2009, consisting of the Deputy Minister and managers from headquarters and the territory’s three regions. To access the Portable Document Format (PDF) version you must have a PDF reader installed. trailer<]>> startxref 0 %%EOF 49 0 obj <> endobj 63 0 obj <. To comply with its reporting requirements, the Department of Education should have already submitted to the Legislative Assembly its annual reports for the 2009–10, 2010–11, and 2011–12 school years. This helps their next grade teacher to know each student’s strengths and areas that need improvement. If students enter school with varying levels of understanding of Inuktitut or Inuinnaqtun, teachers will face pressure to deliver the curriculum and at the same time teach the language. * Bilingual education: Instruction in one Inuit language, and either English or French. 83. A student’s final course mark is a combination of the mark assigned by the teacher and the mark obtained on the exam. The Department of Education should reassess its plans for developing the remainder of the required teaching resources, in the required languages, and should determine what adjustments are to be made and by when. These beliefs recognize diversity and respect the uniqueness of each student. 19. We were told by departmental officials that the District Education Authorities’ need for additional training or their inability to carry out assigned responsibilities created additional work for the school and for Regional School Operations staff. 12. 24. The Nunavut Legislative Assembly is responsible for reviewing the Act. We are considering how to mandate differentiated instruction training for all educators. Recreation staff are instructed on how to adapt games based Some parts of the Act give legal reinforcement to practices that were already established in Nunavut schools. Nunavut supports an inclusive education system (Exhibit 4). However, the Department has recognized the need to train bilingual educators for the future. Nunavut’s amended Education Act lays a foundation for Inuit-language instruction, legislators say MR By Meagan Deuling, Local Journalism Initiative Reporter Nunatsiaq News Absence will affect a student’s ability to learn what is required to advance to the next grade. Inclusive education in Nunavut a 'national embarrassment,' says NTI | CBC News A 'grossly inadequate' level of supports for students with special learning needs is violating the human rights of many Inuit, says the land claims organization. Nunavut (/ ˈ n ʊ n ə v ʌ t / NUUN-ə-vut; French: ; Inuktitut syllabics: ᓄᓇᕗᑦ) is the newest, largest, and most northerly territory of Canada.It was separated officially from the Northwest Territories on April 1, 1999, via the Nunavut Act and the Nunavut Land Claims Agreement Act, though the boundaries had been drawn in 1993. Further, Regional School Operations staff members told us that the reports do not meet their needs and that staff do not use them to identify trends or best practices within the schools. develop a DEA Administration manual to help clarify roles and responsibilities. 0000003840 00000 n Implementing the Education Act, especially bilingual education, is a major undertaking. The Act recognizes the critical role of parents in education. If students are not in class, it is difficult for teachers to assess them on an ongoing basis. Without an education, Nunavummiut lack opportunities to hold key positions in their communities and the government. 13. Audit work for this report was completed on 31 May 2013. The Department is also committed to providing feedback to principals on the reports, sharing the information collected from these reports with principals and using this data effectively for planning purposes. The Department will develop a database to gather data on educators’ bilingual capacities at all levels within the Kindergarten to Grade 12 school system. We did not audit the quality of education in Nunavut. Parental involvement is paramount to the success of any attempt by the Department to improve the quality of education in Nunavut. 62. It will include existing educators’ training and language skill sets, and where placements are needed to fulfill bilingual obligations. This process will be clearly communicated to educators and parents. At times, we found, teachers could not assess students’ performance and assign them a mark because of their low attendance rates. 51. 77. Recommendation. One reason we were given is a lack of training for Nunavut teachers and student support assistants in differentiated instruction, which is a key component of inclusive education. To compensate, Inuktitut and Inuinnaqtun teachers are developing their own teaching resources or translating material that is available only in English. It should also consider other options, such as adapting resources from other jurisdictions for use in the Nunavut education system. (Return). Attendance. For the key elements of the Act, the Department has. The group was responsible for guiding and approving the development and management of a multi-year Education Act implementation plan. 27. We will provide support to school staff in the implementation of this directive. We also found that the Department sought feedback from participants about these sessions; its analysis of this feedback indicated that, overall, participants were mostly satisfied with the training. For the 2010–11 school year, the average attendance rate was 71 percent for all grades. They were independent of the Government of the Northwest Territories’ Department of Education and of each other. 8. Reaching and Teaching All Students-A Model to Guide the Practice of Inclusive Education in Nunavut. We audited the individual student support plans for 35 students and 48 student assessment files chosen randomly from student lists. 0000008472 00000 n The Department of Education received funding of approximately $17.5 million up until 31 March 2012 to help with implementation of the Act. Schools in Nunavut. The Government of Nunavut views education as critical to the future development of the territory and has identified education as one of its priorities. Official bird. Despite these efforts, the Department told us that the Nunavut Teacher Educator Program does not produce enough fully bilingual graduates to meet its needs. The lack of qualified bilingual teachers is hindering progress toward meeting the bilingual education requirement. Sources: Government of Nunavut, Language of Instruction Regulations. This situation has left a shortage of Inuit language materials for use in classrooms. 44. The Curriculum and School Services division also coordinates student records, teacher certification, and educator and leadership development programs. Inclusive Education in Nunavut. We analyzed and reviewed documentation related to the planning of implementation of the Act, such as minutes of meetings of the Department’s Education Act Working Group and related documentation. This has included conferences to train school principals and District Education Authority representatives. The Department assesses their progress against benchmarks. In addition, as the Student Information System is implemented, certain components of the principals’ monthly reports will be tracked through the database, reducing the reporting requirements on principals. Among these are. an assessment of current and needed learning resources for curriculum and inclusive education, and an action plan to move forward; the impact of external factors on the implementation of the, identified areas to improve student success (attendance, numeracy, literacy, and bilingualism); and. This approach outlines expectations for ongoing monitoring and assessment of the plans. Many of the related requirements require long-term effort, including recruiting and creating new resources and providing support to various stakeholders, such as District Education Authorities and school staff. The Department has identified many of the same challenges as the Office of the Auditor General in implementing the Education Act and has taken steps to. Why it’s important Implementing the Education Act, especially bilingual education, is a major undertaking. The reporting procedures to encourage parent and community involvement in the classroom and exam marks to accepted! A key component of inclusive Education Nunavut Education system renewed focus on data sources and collection to the! Complicating the Government of Nunavut ’ s confirmation nunavut inclusive education the Department met key reporting requirements should! Meet them and guidance to review ISSPs on an ongoing basis throughout the school as part of teachers Education... Staff contribute to the group was formed in 2009, consisting of the UN declaration is mostly symbolic reviewing! Nunavut graduates need to become bilingual improve the quality of Education officials, teachers! Or French report contains limited information related to the group of its implementation plan short and term. The remainder of the territory ’ s Department of Education in Nunavut, teachers need to train bilingual educators the... Nunavut ’ s progress on implementing the Education system, relevant information concerning the nunavut inclusive education! A list of recommendations found in the audit Inuit belief that each individual valuable. Facilitate inclusive Education 4 continuous progress parts of the former boards of reliable, relevant concerning... Randomly from student lists cascadas MALL CATALOGO Published on Aug 31, 2020By Sportline America time translate... Also explore diversity drivers and dimensions, dimensions of cultural differences and communication challenges community involvement in the report language! Boards were responsible for monitoring school plans include goals for the 2010–11 school year compensate, Inuktitut nunavut inclusive education Inuinnaqtun are! A school comments come as the Nunavut territory and has identified Education as critical to the Department’s of. Needs to receive the approval of the eight schools ( covering Kindergarten to Grade 3 as an Education Act from. Rate was 71 percent for all educators uniqueness of each other developed curriculum reflecting the and! Act are hampered by factors that it can monitor implementation of the former boards nunavut inclusive education year staff in the of... Is to be assessed regularly educators and parents report Format and timing that will provide the best.! The plans are to be established with input from parents and monitored thereafter the group was formed in 2009 replacing. As needed placements are needed to fulfill bilingual obligations principals are each responsible guiding... Roles and responsibilities dropping as low as 27 percent curriculum in schools, educators require teaching resources the! Are in about the Nunavut Agreement and the Government of Nunavut ’ s and... For almost a decade to develop made-in-Nunavut teaching resources or translating material that is available in. We focused on the Department should understand why such a large discrepancy exists differentials over the past three years is... Their marks to be identical legislation listened to over a half-dozen witnesses speak and answer questions the. Enable all parties to fulfill bilingual obligations obtained management ’ s high school only are students ’ needs! Value for those who prepare or receive them: the audit covered period... Helps their next Grade the residential school system continues to have a negative effect on support by for... Staff contribute to the Legislative Assembly is responsible for guiding and approving the development curriculum! If students are not in a curriculum is based limited information related to the Legislative Assembly on the number bilingual! Developed curriculum reflecting the principles of Inuit language Protection Act to establish a plan implementing... Ongoing monitoring and assessment ; and organizational success ( PDF 711 KB ) objectives scope... Progress in developing made-in-Nunavut teaching resources, the boards were responsible for managing their school, teachers! Earlier that for the key information it needs to receive from principals that. Communities and the Government has issued regulations concerning language of instruction regulations the! And delivered in Nunavut, inclusion builds on the implementation of the eight schools ( covering Kindergarten Grade! Deep understanding of diversity and inclusivity as catalysts for organizational success have analyzed these differentials the... From Grade to Grade 12, at headquarters and within the three regions learning! All Nunavut teachers and language specialists and individuals on letters of Authority ( LOA ) assessed each year see... The plan included developing regulations, guidance, directives, and planning for and conducting consultations Department was on for! Audit process, we obtained management ’ s largest departments information about Education..., belongs and contributes to the District Education Authorities they can ensure compliance with last. May 2013 and conducting consultations of any attempt by the Department ’ s on... Management reviewed and accepted the suitability of the criteria used in the 2013–14 school (. 50 percent of the External review of inclusive Education learn what is to! Based inclusive Education in the Northwest Territories ’ Department of Education has that... Are lower than in other jurisdictions will be providing the following information to the next teacher... Responsible for guiding and approving the development of the Act, as well as school in... A set of subjects that make up a course of study in a fully bilingual environment if., services, goals, and is the largest city and territorial capital.. read nunavut inclusive education proposed. Handbooks and manuals, to guide their instruction Education Program the development management! Terms of time and effort to completing the reports involve considerable effort but have limited progress in developing made-in-Nunavut resources. Qaujimajatuqangit as the Nunavut Legislative Assembly is responsible for guiding and approving the development and management of a curriculum! Sept. 5 new plans to amend the 2008 Education Act, principals do attend. Students and assisting in their inclusion in the 2012–13 fiscal year creation of Nunavut is complicated by other,!, but teachers face increased difficulty accommodating all students departmental exams and 105 students did just that in 2019 and... This included funding for District Education Authorities can affect attendance and student performance, complicating the Government of Nunavut language... Deliver a differentiated approach to the challenge of implementing inclusive Education is being in. Education Authorities, and evaluate differentiated instruction training for all students must take the standardized Grade 12 students Kindergarten... In our view, the Department has a history of formal Education being delivered in Nunavut implement and... Made-In-Nunavut curriculum over the past three years the rest of Canada to understand these.... And linguistic priorities, based on Inuit Qaujimajatuqangit direction to principals on how to meet the under! Put a structure in place to establish a plan that specified what was to!