Manitoba Teachers Society president critical of universal screening for learning disabilities in schools – CBC

Report on Proposed Universal Screening for Learning Disabilities in Manitoba

Introduction: Aligning Educational Policy with Sustainable Development Goals

A recent proposal in Manitoba to introduce universal screening for learning disabilities in early primary grades has initiated a critical dialogue on the most effective strategies for achieving Sustainable Development Goal 4 (Quality Education) and SDG 10 (Reduced Inequalities). The debate centers on ensuring all children, particularly those with learning disabilities, receive equitable and inclusive education from an early age. This report outlines the proposed measures and analyzes stakeholder perspectives in the context of these global development objectives.

Legislative and Governmental Actions for Inclusive Education (SDG 4, Target 4.5)

Proposed Legislation

A private member’s bill has been introduced calling for the implementation of biannual universal screening for learning disabilities. This measure targets students in kindergarten through Grade 3, aiming to systematically identify children who require additional educational support, thereby promoting equal opportunity in line with SDG 10.

Provincial Government Initiative

The provincial government has already commenced actions aligned with the proposed legislation. A pilot screening program is currently underway in select schools, with a stated objective to expand the initiative to all students from kindergarten to Grade 4 by the next academic year. This proactive stance supports the fulfillment of SDG 4 by seeking to create more inclusive and effective learning environments.

Stakeholder Perspectives on Achieving Quality Education (SDG 4)

Manitoba Teachers’ Society: A Call for Individualized Support

The Manitoba Teachers’ Society (MTS) expressed reservations about a standardized, universal approach, highlighting the need for methods that respect diverse learning styles. Key points include:

• Teachers currently employ a variety of continuous screening and assessment tools tailored to individual students.
• A standardized test may not accurately reflect the unique learning profile of each child.
• Resources would be more effectively allocated towards increasing the number of in-school specialists who can provide one-on-one assessment and support. This aligns with SDG 4.c, which calls for an increased supply of qualified teachers and specialists.

Learning Disabilities Association: Proactive Intervention for Well-being (SDG 3 & SDG 4)

The Learning Disabilities Association of Manitoba supports the initiative but advocates for an even earlier, more preventative strategy to safeguard student well-being, a core component of SDG 3 (Good Health and Well-being).

• Screening should begin before formal schooling, in settings such as daycares and preschools, to align with SDG 4.2 (access to quality early childhood development).
• Early identification is crucial to protect a child’s self-esteem and prevent mental health challenges that can arise from academic frustration.
• The current “wait-to-fail” model must be replaced with a proactive system that identifies risk factors before they lead to significant academic and personal struggles.

Educator Experience: The Need for Enhanced Teacher Training (SDG 4, Target 4.c)

Perspectives from experienced educators underscore the importance of foundational teaching methodologies and professional development.

1. Systematic, evidence-based phonics programs have proven effective for children who struggle with reading.
2. A significant barrier is the existing high workload of teachers, who are often “doing more with less.”
3. A critical solution is to enhance teacher education at the university level, specifically by integrating comprehensive instruction on the “science of reading” to better equip future educators to meet the needs of all learners.

Conclusion: Pathways to Equitable and Inclusive Learning Environments

The discussion in Manitoba reflects a broader challenge in education: determining the optimal pathway to achieve the inclusive and equitable vision of SDG 4. The debate between universal screening and individualized, specialist-driven support highlights the need for a multi-faceted strategy. To effectively reduce inequalities (SDG 10) and ensure quality education for all, a comprehensive approach is required, combining early and effective identification methods, robust funding for specialized personnel, and a commitment to advancing the training and capacity of all educators.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to two Sustainable Development Goals:

• SDG 4: Quality Education: The central theme of the article is the education of children with learning disabilities. It discusses methods for identifying these disabilities (universal screening), the importance of early intervention (preschool screening), the need for effective teaching strategies (phonics programs), and the necessity of trained professionals (specialists and teachers trained in the “science of reading”). The entire debate revolves around ensuring that all children, including those who are vulnerable due to learning disabilities, receive an equitable and effective education.
• SDG 3: Good Health and Well-being: The article connects the educational challenges of learning disabilities directly to the mental health and well-being of children. It is mentioned that without proper support, “children with learning disabilities can have their self-esteem start to erode. Mental health challenges can also arise, and they can experience a disconnect from wanting to show up at school.” This highlights that addressing learning disabilities is not just an educational issue but also a preventative measure for promoting mental health.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, several specific SDG targets can be identified:

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Explanation: The article’s focus on screening students in kindergarten to Grade 3 and implementing programs to help children who “struggled to read” is directly aimed at ensuring effective learning outcomes in the foundational years of primary education. The goal is to prevent students from failing and to provide them with the skills necessary for continued learning.
2. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
   • Explanation: This target is explicitly addressed by Karen Velthuys, who argues it would be “more beneficial to start screening kids before they enter the classroom” and suggests providing support at “daycares, preschools and family centres.” This proactive approach aims to identify challenges early to ensure children are ready for kindergarten.
3. Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…
   • Explanation: The article is centered on ensuring children with learning disabilities, a vulnerable group, have equal access to an effective education. The debate over universal screening versus specialized, one-on-one assessment is about finding the best way to provide this equal access and support.
4. Target 4.c: By 2030, substantially increase the supply of qualified teachers…
   • Explanation: The article implies a need for more qualified educators. Lillian Klausen calls for more “specialists working at either a division or school level,” and Carol Townsley expresses concern that teachers need more training, stating, “in the universities, they should be receiving instruction on the science of reading.” This points to the need for better teacher training and more specialized educational staff.
5. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • Explanation: The article links early identification of learning disabilities to the promotion of mental health. Karen Velthuys states, “The faster we can protect a child’s confidence and get rid of years of frustration [the better],” directly connecting educational intervention with the prevention of mental health challenges and the promotion of well-being.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several indicators that could be used to measure progress:

1. Indicator related to SDG 4.1.1: (Proportion of children achieving minimum proficiency in reading).
   • Explanation: The article’s focus on children who “struggled to read” and the implementation of a “sequential, systematic letter sound phonics program” directly relates to measuring and improving reading proficiency. The proposed universal screening is a tool to identify children at risk of not meeting this proficiency level. The success of these interventions would be measured by an increase in the number of children who can read effectively.
2. Indicator related to SDG 4.2.1: (Proportion of children under 5 years of age who are developmentally on track in learning).
   • Explanation: The suggestion to screen for “phonological awareness challenges” in preschools and daycares is an attempt to measure whether children are developmentally on track for learning before they enter formal schooling. The number of children identified and supported through such early screening would be a relevant metric.
3. Indicator related to SDG 4.5.1: (Parity indices for education indicators based on disability status).
   • Explanation: The article cites a statistic from the Canadian Pediatric Society that “5-10 per cent of Canadian school age children that meet the criteria for a learning disability.” This statistic itself is an indicator. Tracking the educational outcomes (like reading proficiency) of this specific group compared to the general student population would be a direct application of a parity index to measure educational equity for students with disabilities.
4. Qualitative indicators related to SDG 3.4: (Measures of mental well-being).
   • Explanation: While no quantitative indicator is mentioned, the article implies qualitative measures of progress. Success is described in terms of protecting “a child’s confidence,” preventing “self-esteem start to erode,” and avoiding “mental health challenges.” These outcomes, though not easily quantifiable, are presented as key indicators of the success of early intervention programs.

Summary of Findings

Source: cbc.ca