Page 17 - Ontario First Nation, Métis and Inuit Education Policy Framework

STRATEGY 2.2
b. ensure that First Nation, Métis, and Inuit students are included in early screening and intervention programs aimed at the identification and remediation of learning difficulties.
Schools will strive to:
a. in collaboration with ministry resource staff, implement yearly action plans focused on improving the literacy and numeracy skills of First Nation, Métis, and Inuit students.
Provide additional support in a variety of areas to reduce gaps in student outcomes.
The Ministry of Education will:
a. ensure continued Aboriginal representation on the Minister’s Advisory Council on Special Education (MACSE);
b. in collaboration with school boards and First Nation, Métis, and Inuit communities and organizations, develop innovative approaches to meet the needs of First Nation, Métis, and Inuit students living in large urban centres;
c. support horizontal policy development among ministries responsible
for First Nation, Métis, and Inuit children and youth, on the model of current efforts by other ministries and social agencies in the area of early childhood development, which involve assistance with prenatal and postnatal nutrition, prevention of Fetal Alcohol Spectrum Disorder births, support for young parents in raising children, support for early literacy environments, and programs for early detection of learning dif- ficulties, all with sensitivity to Aboriginal cultures and traditions;
d. support the Native Counsellor Program in training qualified Aboriginal Education Counsellors, who would provide counselling services to First Nation, Métis, and Inuit students in elementary and secondary schools;
e. collaborate with faculties of education and the Ontario College of Teachers to consider the development of a Native Counsellors Additional Qualification Program for members of the College who provide counselling services to First Nation, Métis, and Inuit students in elementary and secondary schools;
• The Framework
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