Why Expanding Segregated Classrooms in Saskatchewan is a Step Backward for Inclusive Education
The Government of Saskatchewan recently announced plans to expand its Specialized Support Classroom Pilot Project, which places students with disabilities, including those with Down syndrome, in segregated classrooms. While the program is presented as a way to meet diverse learning needs, it isolates students with disabilities instead of supporting their inclusion. The Canadian Down Syndrome Society finds this planned expansion of segregated school programs unacceptable.
The decision to expand segregated classrooms in Saskatchewan is a step in the wrong direction. This decision sends the wrong message and needs to be rethought. All students deserve the chance to belong, learn, and thrive together.
Segregation Reinforces Stigma
Separating students with disabilities, including those with Down syndrome, from their peers does more harm than good. It isolates them, reinforces negative stereotypes and social perceptions, and takes away their chance to be part of the school community where they can grow and learn alongside everyone else.
Missed Opportunities
Research has shown that inclusive classrooms are better for all students—those with disabilities and those without. Everyone benefits from learning and working together, building understanding, and growing as individuals. Regular inclusive classroom settings allow all children to improve communication, social, and academic skills while fostering mutual understanding and respect. By keeping any child in separate classrooms, we’re not helping them succeed; we’re creating barriers that limit their opportunities and potential. For children with Down syndrome, an inclusive classroom provides an environment where with tailored supports, children build relationships with peers—a key factor in preparing for community life and employment in adulthood.
Contravention of Rights
The decision to expand segregated programs conflicts with Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD), which advocates for inclusive education. For children with Down syndrome, this shift denies their right to equal educational opportunities alongside their peers.
Instead of putting money into segregation, governments should be investing in resources and training for teachers so they can support students with different needs in the same classroom. Inclusion isn’t just the right thing to do—it’s the best way to create a fair and supportive education system for all children.
- Investment in Resources: Instead of segregating students, schools should receive funding to train teachers in inclusive practices and provide tools like adaptive technology and teaching assistants.
- Education for Educators: Professional development on inclusive education and supporting students is essential for dismantling biases and improving classroom dynamics.
- Community Awareness: Parents and community members should be informed about the benefits of inclusive education to combat misconceptions and foster broader support
More Information and Inclusive Education Resources
- Press Release: Inclusion Saskatchewan and Inclusion Canada Outraged at Government of Saskatchewan’s Announced Expansion of Segregated Classrooms
- Learning Together in the School Community – CDSS
- Inclusive Education Position Statement – CDSS
- Inclusive Education – Dr. Shelley Moore
- The Source for Inclusive Education – Inclusion Canada
