Can you share your background and what inspired you to join the Special Education Advisory Committee (SEAC)?
Lorraine:
Many years ago, I joined SEAC out of curiosity to learn what it was about. At the time, I had connections to Grand Erie Specialized Services staff as a Social Worker at Lansdowne Children's Centre and supported families of children with complex needs.
Being part of SEAC allows me to be involved at a different level, which helps expand my understanding of special education and will enable me to work to support the challenges faced by the education system, children, and families. I have used the knowledge I have gained to improve my supports to families as they navigate the school system to meet their children's needs and to enhance communication between home and school to build increased collaboration.
Kathy:
I am a long-term resident of Norfolk County, as I was raised in Long Point. After my education, I moved back to the area. I work for Birds Canada and have raised a family in St. Williams. My three adult children all attended the same schools that I did. During their school years, I had roles in their school's parent groups for over 20 years.
What motivated you to take on the role of Chair/Vice Chair this year?
Lorraine:
I am interested in further supporting the SEAC role to ensure that what is happening in special education and with Grand Erie Specialized Services is relevant to the children's needs. My role is to help guide the future of special education within Grand Erie.
Kathy:
After 20 years in parent groups and three kids, one with a chronic condition and special educational needs, I understood the importance of a sound Special Education program within the school board. I still wanted to support our schools, and it felt like a good fit to move over to the SEAC committee.
What is your vision for SEAC in the coming year as Chair/Vice Chair?
Lorraine:
I want to continue to support Grand Erie's Specialized Services, which are taking new initiatives to best meet students' varied special education needs.
Kathy:
More of the same. To continue to learn about the programs, support systems, and educational standards that impact our students' exceptionalities and to provide quality, valuable recommendations to the board and staff.
How do you plan to engage with the school community and families to ensure their voices are heard in SEAC's work?
Lorraine:
I hope to find opportunities to continue supporting education/information sessions that help ensure ongoing communication with families and the community.
Kathy:
I am more than happy to receive emails and bring concerns to the committee's attention. More importantly, hearing from family members helps me better understand the special education needs of our students. I also meet monthly with the chair and the Superintendent of Education, and we discuss meeting plans and any communications received.
How do you see SEAC working with educators, families, and community organizations to support students with special education needs?
Lorraine:
- Working to ensure that collaboration between families, their child's school team, and other community services is occurring.
- Identify relevant topics to bring to the SEAC table to generate discussions.
- Continue encouraging our community members to share timely information about their agency services to expand everyone's knowledge.
Kathy:
SEAC needs these partnerships to function well. Special education tools, environments, and students are constantly changing as new information comes out, processes and techniques evolve, and the school population changes. Communication between all the groups is a must to ensure every child receives the education they deserve.
What does inclusion mean to you, and how has this influenced your work supporting special education?
Lorraine:
To me, inclusion means "being included" in a broad sense. All students and their families should be included in their school community. Inclusion is about building connections so everyone feels welcomed and can participate in their neighbourhood school. It also builds understanding and empathy for everyone who gets to know any child with special needs/differences.
Kathy:
Inclusion can mean so many different things. However, in relation to special education, it means that all students have the opportunity to learn in a community that supports social, educational, and physical needs. Each student needs an environment that allows them to reach their highest expectations. At the same time, school is one of the best places for students to learn how to be active community members, and they should understand this as well.
I always keep it in mind—in every meeting, in every discussion, it leads me to many of the decisions, comments, and recommendations that I share.
What advice would you give to families navigating the special education system for the first time?
Lorraine:
I encourage parents and caregivers to ask questions and take a learning stance to build their knowledge about special education. You are part of a school team that works best when everyone connects and communicates about successes and opportunities to best support your child's learning needs.
- Seek ways for your child to be part of their school community through their interests and unique skills.
- Encourage peer support to build connections and increase social opportunities for your child.
Learning doesn't occur just in the classroom. It occurs within the whole school environment, on the playground, and at special events and assemblies.
Kathy:
First, I feel and understand how difficult it is to ensure your special student receives the support they need; it is tough, especially when home life is also very busy. However, I am also very impressed with the quality of the tools, resources, and teachers within the Grand Erie District School Board. Reach out to your school; the teachers and support systems are there to help you navigate the special education system. Also, visit Specialized Services to help you ensure your child gets the education they need.
Can you share an example of an initiative or project you've been involved in to support students?
Kathy:
Over the last few years, the SEAC has worked with Grand Erie staff to comment on and provide recommendations on updated/refreshed parent support surrounding the special education standards found in Grand Erie’s Special Education Plan, Individual Education Plans, and Identification Placement Reviews. Because of this, the materials available to parents, at school and online, have been improved and are easier to read. However, Grand Erie's Specialized Services staff have completed the real work, and SEAC provides input and support as needed.
What's a fun fact about yourself that people might not know?
Lorraine:
I am an avid reader on a wide range of topics. I try to set reading goals each year and always look forward to the Canada Reads list for recommendations. I am also keen to hear what others are reading.
Kathy:
My work involves bird studies, and I especially like the American Woodcock. The chicks are so cute and silly—little checkerboard fuzz balls on stilts with a bill so long that they always look top-heavy. They also have a ridiculous dance that helps them find worms (we think).
