From Classrooms to Cracks: Is Inclusivity Ignoring Our Kids?

A local Calgarian recently took to social media to share his story about the diminishing availability of intensive, individualized support programs. He credits tailored attention, which addressed his ADHD and ODD, for changing his life and leading to his successful career in IT.

Fast forward to 2025, and high-needs programs—the very ones that provide this deep level of care—are clearly fading. This isn't because the core philosophy of inclusion is flawed; in fact, the goal of Inclusive Education, which strives to ensure every child is accepted and supported in the regular classroom, is a globally recognized ideal that benefits all students by fostering tolerance and real-world collaboration.

The crisis lies in the practice. For many Calgary families, "inclusivity" has tragically become synonymous with lumping all students together without providing the corresponding resources. Alberta’s policy framework outlines a "continuum of support," including one-on-one teaching and specialized settings, but without adequate funding for more staff—like Educational Assistants (EAs) and specialized teachers—that continuum simply breaks down.

The post highlights the critical gap: While the original poster thrived with specific, high-intensity support, today's students with complex needs are often left in overcrowded classrooms, relying on overwhelmed teachers to manage dozens of students alongside their Individualized Program Plans (IPPs). This is where good intentions turn into systemic failure, leaving teachers stressed and vulnerable children unsupported.

The October 2025 teachers' strike and lockout is a direct manifestation of this resource crisis. The core grievance from the Alberta Teachers' Association (ATA)—the fight over classroom size and complexity—is essentially a fight for the resources necessary to make true inclusion possible. When school boards are forced to cut specialized programs (like Calgary Catholic School District halting new intakes for certain learning development supports) due to budget shortfalls and high growth, the system fails its most vulnerable. The original poster’s success hinged on resources that are now considered expendable. As a community, how do we ensure young Calgarians get the resources they deserve?

Local families, educators, and policymakers need to urgently move beyond buzzwords. We must ensure that the noble goal of inclusion is backed by the funding and staff required to provide the full spectrum of support, from regular classroom accommodation to intensive, one-on-one intervention.