Each February, the Minister of Education and Early Childhood Learning proclaims the month as Manitoba Inclusive Education Month.   

"Our collective efforts to foster inclusive shared beliefs, mindsets and practices are necessary so that all children and youth know that they matter, they belong and are successful and safe," said Minister Schmidt.   

The Manitoba Education and Early Childhood Learning website describes inclusive schools as places that "provide a learning environment that is accessible to all students as a place to learn, grow, fully participate in their school community, and enjoy all the benefits of citizenship."   

In the Louis Riel School Division (LRSD), we have dedicated strategic actions 2.2, 3.2, 3.4, 3.5, 3.6, 4.1, 4.2, and 4.5 in our Multi-Year Strategic Plan to creating safe, supportive, and inclusive spaces for students.    

These strategic actions align with our celebration of Manitoba Inclusive Education Month and its emphasis on inclusion as a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. 

One of LRSD's schools, J.H. Bruns Collegiate (JHBC), is actively working to create a more inclusive environment where all students can thrive. From rethinking how support staff are used to expanding opportunities in academics, athletics, and the arts, Principal Megan Vankoughnett and her team are committed to fostering a school culture prioritizing independence and inclusion. 

One of the key initiatives at JHBC is shifting the role of support staff in the classroom. 

"We are focusing on our practice and how we work with our support staff —Educational Assistants (EAs) are assigned to classrooms rather than individual students," explains Vankoughnett. "The teacher is the lead, and support staff provide support within the class." 

This approach ensures that resources are used effectively and encourages students to develop greater independence. 

JHBC offers students individualized programming (IP) and modified programming (MP), but the school is also intentional about providing access to courses in the integrated streams.   

"For example, if a student accessing individualized programming wants to take textiles, we do our best to ensure they are scheduled into that class alongside their peers," says Vankoughnett. "It's about giving students the opportunity to be with their classmates in the courses they are interested in while still receiving the necessary support." 

Scheduling plays a crucial role in this inclusive approach.  

"We take a close look at support staff and the classes students are accessing and lay out our support strategically," notes Vankoughnett.   

In addition to EAs, JHBC uses a wide range of support staff, including Student Services Teachers (SSTs), administrators, and clinical service professionals, to ensure students have the necessary resources.  

Beyond academics, JHBC is also expanding inclusive extracurricular opportunities. One of the programs is Inclusive Rec Sports, where students accessing IP and MP participate in practices and mini-tournaments alongside their peers. 

"One of the things we are looking to build on is taking this same framework and applying it to the arts," Vankoughnett shares. Plans are in the works to create inclusive visual arts, theatre, music, and guitar opportunities, allowing students to pursue their interests and showcase their strengths. 

"There are so many different ways that inclusion is present in this building," says Vankoughnett. By continuously evolving its approach and exploring new opportunities, JHBC is ensuring that every student feels valued and empowered to reach their full potential.