Currently, there are no AODA education standards. However, two AODA standards development committees have drafted recommendations of guidelines that AODA education standards should include. One committee has recommended guidelines for the kindergarten to grade twelve (K-12) education system. In this article, we outline recommended guidelines for accessible indigenous education.
Accessible Indigenous Education
The Committee recommends that the Ministry of Education carry out its Indigenous education strategy. This strategy aims to create more opportunities for students who are First Nation, Metis, and Inuit. Some of these First Nation, Metis, and Inuit students have disabilities. In addition, the strategy aims to raise awareness about Indigenous cultures and ways of knowing. Some of the non-Indigenous students who will benefit from this learning also have disabilities. Therefore, the education of Indigenous students, and curriculum about Indigenous cultures, should be accessible.
For example, programs to impart Indigenous histories, teachings, languages, cultures, and perspectives should be created and taught in ways that reach the widest variety of students. Likewise, these programs should include accessible and fair ways of assessing the knowledge students have gained. Similarly, programs should be culturally responsive and allow for personalized learning.
Finally, the Committee recommends that the Ministry and school boards should consider the well-being of Indigenous students with disabilities in a wholistic way. Indigenous ways of knowing recognize the importance of many aspects of a person, including:
- Emotional
- Physical
- Intellectual
- Spiritual
Curriculum, teaching, and assessments should concentrate on supporting each student as a whole person.
For instance, a student may be succeeding academically, but struggling socially due to attitudinal barriers among classmates. School staff should understand that the student’s social development is important for reaching their full potential, and may also enhance their academic prospects. As a result, instruction and assessment should address not only academic success, but also social and emotional growth. For instance, teaching all students to overcome attitudinal barriers and practice social inclusion will benefit every student.