This letter was sent to TDSB Trustees:
March 7, 2007
Dear Trustees:
The Special Education Advisory Committee of the TDSB wishes to advise the Board of
Trustees that we are firmly in favour of the Board’s decision of Feb. 28, 2007 to retain
691 FTE positions of educational assistants in the regular programs. SEAC has been
apprised that there is consideration being given to reopen allocation discussions.
Therefore, we wish to advise the Board of Trustees that we are firmly against reopening
allocation discussions concerning educational assistants in regular programs.
SEAC members are well aware that there are two different categories of EAs, those who
are specifically assigned to schools to assist students with special needs, and those who
are assigned to serve in regular classes to assist with students in the primary grades.
Many students with special needs will not have been diagnosed, nor their needs assessed,
prior to entering school. These students would be attending the regular primary classes.
In fact, there are many disabilities, such as learning disabilities, that cannot be diagnosed
until the child is in grade 1 or 2.
There are also students who, due to special circumstances, are not residing with their
primary caregiver. These students frequently have special needs but are unable to be
diagnosed in the primary grades. This is because they are often transferring schools due
to their changing placements. As a result they are unable to stay in one place long
enough to have an assessment.
In addition, the TDSB has the largest percentage of immigrant students in Ontario.
Therefore, there are a significant number of students who arrive the first day without
knowing how to speak English. And, yes, a portion of these students will also have
undiagnosed disabilities and be attending regular primary classes. The combination of
these factors makes identifying such a student’s needs even more complicated.
The challenges confronting the primary teachers of today are far different than they were
in our day. The classes are not as homogeneous in composition; rather they are made up
of a far more diverse student group, some of whom are challenged and in need of focused
attention in order to succeed. It is the responsibility of our education system to
accommodate all of their needs, whether they have been formally identified or not.
The Educational Assistant’s role in the classroom is significant. It is during the first
years of school that the teacher and EA must work at meeting the needs of all students,
including those we have identified above. Without an EA to work one-on-one with the
students who are struggling, the likelihood of some students’ needs being misinterpreted
or inadvertently overlooked is far greater.
Therefore, the Special Education Advisory Committee strongly believes that the removal
of EAs from the primary classes would have a detrimental impact on this distinct student
population of children with (undiagnosed) special needs and will directly affect the
quality of education these students receive. To reiterate, our SEAC members are firmly
in agreement with your original decision.
We ask that the Board of Trustees give serious consideration to these factors as you
continue your deliberations on staff allocation.
Sincerely,
Christina Buczek
SEAC Chair
Copy to:
Chair of the Board, Sheila Ward
Vice-Chair of the Board, Chris Bolton
John Hastings, SEAC Trustee
Scott Harrison, SEAC Trustee
James Pasternak, SEAC Trustee
SEAC Members
Karen Gravitis, Executive Superintendent, Special Education and Support Services