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The ongoing teachers’ strike in Alberta has significantly altered the educational landscape for many families, particularly for students with unique learning challenges. For eighth grader Adrianna Robertson, this period has underscored her distinct learning needs and the realities of homeschooling.
Living with conditions such as ADHD, Sensory Processing Disorder, and anxiety, Adrianna finds herself navigating a different learning environment.
In response to the challenges posed by the strike, which has affected over 700,000 students in the province, Adrianna’s family has chosen to homeschool this fall.
This decision was influenced not only by Adrianna’s experiences but also by her younger brother’s similar needs. However, the family remains acutely aware of the broader implications of the strike on educational continuity.
Financial support amidst educational disruption
On a recent Friday, the provincial government announced a new initiative aimed at providing financial relief to families affected by the strike. Under the revised Parent Payment Plan, parents of children aged 12 and under can now receive $30 for each instructional day missed due to the strike.
Additionally, those with children aged 13 and older who have a Family Support for Children with Disability agreement can receive up to $60 per school day missed.
Mixed feelings about financial relief
While many welcome the financial assistance, families like the Robertsons are questioning its effectiveness in fostering real learning.
Lana Robertson, Adrianna’s mother, expresses her concerns: “Even if we could utilize the funding, what would it actually mean for their education?” This sentiment reflects a broader desire for more substantial support structures beyond mere monetary compensation.
The Robertsons are among those who feel that while financial aid is helpful, it may not address the core issue of educational quality and continuity.
They are seeking more robust resources that could facilitate their children’s learning and development.
The role of educational support workers
During the strike, school support workers continue to provide essential services where possible, although their roles have been significantly altered. According to Christina Dingman, the president of Unifor Local 1990, many workers miss the direct interaction with students. “It’s about the connection, it’s about the consistency,” she states. Their absence from the classroom means that students are missing out on the stability they need to thrive.
Limitations of current support structures
While educational assistants (EAs) typically work under the supervision of teachers, the strike has limited their ability to provide direct support to students. The Calgary Catholic School District has stated that EAs can only perform duties that do not require a teacher’s oversight, restricting their involvement in the educational process. This situation leaves families and support workers feeling the weight of disruption.
Despite the challenges, some workers have taken the initiative to reach out to families, offering whatever support they can during this tumultuous time. Danny Diaz, a school wellness worker, acknowledges the limitations but emphasizes the importance of maintaining connections with families, saying, “It’s not the same, but we want to be there for them in any way we can.”
Long-term impacts of the strike on families
The current educational landscape in Alberta raises difficult questions about the future for families like the Robertsons. They recognize that the strike’s impact could have lasting effects on their children’s education and overall development. “My kids are amazing individuals,” Lana reflects. “As their mother, I want to ensure they have the resources to thrive, especially during times like these.”
As the strike continues, hope remains that more comprehensive solutions will emerge to address the needs of families facing similar situations. The desire for constructive change underscores the importance of dialogue and collaboration among all stakeholders involved in education in Alberta. Ultimately, the aim is to create an environment where children can learn and grow, even amidst uncertainty.
