Inclusive Education

mamawi-kiskinohamâkêwin - Learning Together

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Our Approach

All children in Cumberland House Cree Nation are important, are valued and will be at the centre of decision making in our educational pursuits. Our schools embrace and accommodate the needs and aspirations of all students.

We believe that every student has unique gifts, strengths, and ways of learning. Inclusive education at Nisto Awasisak Memorial School means creating learning environments where all students - regardless of ability, learning style, or support needs - belong, participate fully, and achieve success alongside their peers.

Through our holistic planning approach, we honour the whole child: academic, emotional, spiritual, physical, and cultural development. We recognize that true inclusion requires not just placement in classrooms, but meaningful participation, genuine relationships, and responsive supports that adapt to each student's journey.

mamawi-atoskewin - together, we ensure every student thrives.

Our Holistic Planning & Assessment Approach

What is Holistic Planning?

Unlike traditional approaches that focus narrowly on academic deficits, our holistic planning process considers the whole child within their whole community. We recognize that a student's learning is influenced by their physical health, emotional well-being, spiritual connection, cultural identity, family circumstances, and community relationships.

The Four Directions of Learning

Drawing on Cree teachings and Saskatchewan's Inspiring Success framework, we assess and support students across four interconnected areas:

🔴 Mental/Intellectual (kitimâkisiwin)

  • Academic skills and knowledge
  • Cognitive strengths and learning preferences
  • Problem-solving and critical thinking
  • Language development (both English and néhinawêwin)

🟡 Emotional (têhtêyimowin)

  • Social-emotional learning and regulation
  • Relationship building and communication
  • Self-awareness and confidence
  • Mental health and well-being

⚫ Physical (wîyaw)

  • Fine and gross motor development
  • Sensory needs and preferences
  • Health, nutrition, and physical activity
  • Access and mobility needs

⚪ Spiritual/Cultural (âcahk êkwa itâpisinîwin)

  • Connection to néhinaw identity and culture
  • Relationship with land and community
  • Sense of belonging and purpose
  • Cultural teachings and traditional knowledge

Our Planning Process

1. Gathering Knowledge (mâmawi-môsihtâwin) We bring together everyone who knows and cares about the student:

  • Student (their voice is central)
  • Parents and family members
  • kêtêyak (Elders) and cultural knowledge keepers
  • Teachers and educational assistants
  • Support staff (counsellors, therapists, Jordan's Principle coordinators)
  • Community members when appropriate

2. Understanding Strengths & Needs Rather than focusing on what students "can't do," we begin with:

  • What are this student's gifts and strengths?
  • How does this student learn best?
  • What brings them joy and engagement?
  • What barriers exist to their full participation?
  • What supports would help them thrive?

3. Creating Responsive Plans We develop plans that are:

  • Student-centred: Based on the student's goals and dreams
  • Strengths-based: Building on what students do well
  • Culturally responsive: Incorporating néhinaw language, culture, and values
  • Flexible: Adapting as the student grows and changes
  • Holistic: Addressing all four directions of learning

4. Ongoing Assessment & Adjustment We continuously monitor and adjust supports through:

  • Regular check-ins with students and families
  • Observation in multiple settings (classroom, land-based learning, cultural activities)
  • Celebrating growth in all areas, not just academics
  • Responding quickly when something isn't working

Supporting Diverse Learners

At our school, we believe every student belongs and deserves the right tools to succeed. Whether your child is neurodivergent, navigating a physical or intellectual disability, or seeking mental health support, we provide a welcoming environment that focuses on their unique strengths. By combining modern classroom technology with traditional cultural teachings and land-based learning, we ensure that every student feels safe, seen, and supported.

How we support our students:

  • Tailored Learning: Extra help with reading, writing, and math through multi-sensory teaching and flexible testing.
  • Neurodiversity & Focus: Sensory-friendly spaces and predictable routines for students with ADHD, Autism, or anxiety.
  • Accessibility & Independence: Specialized equipment, personal care, and life-skills programming to foster independence.
  • Communication Support: Access to speech-language services, sign language, and communication devices.
  • Wellness & Culture: Trauma-informed care with guidance from kêtêyak (Elders) and school counsellors.
  • Future Planning: Support with graduation transitions and community-based learning.

Jordan's Principle: Ensuring Access to Services

What is Jordan's Principle?

Jordan's Principle is a legal requirement that ensures all First Nations children can access the products, services, and supports they need, when they need them. It is named in memory of Jordan River Anderson, a young boy from Norway House Cree Nation.

Jordan's Principle means:

  • First Nations children get the services they need without delay, denial, or disputes
  • Services are provided first, jurisdictional issues sorted out later
  • A "child first" approach to services
  • Coverage for health, social, and educational supports not otherwise available

How Jordan's Principle Supports Our Students

Through Jordan's Principle, our students can access:

Educational Supports:

  • Educational assistants and tutoring
  • Speech-language pathology
  • Occupational therapy and physiotherapy
  • Psychological assessments
  • Assistive technology and adaptive equipment
  • Specialized learning materials

Health & Therapeutic Services:

  • Mental health counselling
  • Cultural support workers
  • Medical equipment and supplies
  • Transportation to medical appointments
  • Respite care for families
  • Nutritional supports

Cultural & Recreational Supports:

  • Cultural activities and programming
  • Sports and recreation equipment
  • Musical instruments and arts supplies
  • Cultural camps and land-based learning
  • Elder and knowledge keeper time

Accessing Jordan's Principle at Our School

Our Jordan's Principle Coordinator:

  • Helps families navigate the application process
  • Identifies student needs that may be eligible
  • Completes applications and follows up
  • Advocates for timely approval and service delivery
  • Coordinates service providers
  • Ensures supports are culturally appropriate

Contact our Jordan's Principle Coordinator: Use our contact form
Phone: (306) XXX-XXXX ext. XXX

Cultural & Land-Based Inclusive Practices

néhinaw Perspectives on Learning

Traditional Cree culture recognizes and honours different ways of being and learning. kêtêyak teach us that:

  • Every person has gifts and a role in the community
  • Different abilities serve different purposes
  • Learning happens through observation, practice, and relationship
  • Time and patience are given for individual development
  • Community members support one another

Land-Based Learning as Inclusive Practice

Land-based education is naturally inclusive because:

  • Multiple entry points for participation
  • Hands-on, experiential learning
  • Meaningful real-world contexts
  • Movement and sensory engagement
  • Connection to identity and culture
  • Natural peer support and collaboration
  • Less emphasis on paper-and-pencil tasks
  • Wisdom from Elders validates different ways of knowing

Cultural Connection as Support

Students who struggle in mainstream classrooms often thrive when:

  • Learning about their culture and history
  • Speaking and hearing néhinawêwin
  • Working with kêtêyak and knowledge keepers
  • Participating in ceremonies and traditional practices
  • Connecting with kitaskînaw (our land)
  • Developing positive Indigenous identity

We intentionally use cultural programming as a strength-based support for all learners.

Rights, Advocacy & Procedural Fairness

Student & Family Rights


Students and families have the right to:

  • Free, appropriate public education
  • Education in the least restrictive environment
  • Individualized programming based on assessed needs
  • Participation in planning and decision-making
  • Access to school records and assessment results
  • Respectful, culturally safe treatment
  • Privacy and confidentiality
  • Appeal and complaint processes

Our Commitment to Equity

We are committed to:

  • Eliminating barriers to learning and participation
  • Addressing systemic inequities
  • Culturally responsive and anti-racist practices
  • Challenging deficit-based thinking about students
  • Advocacy at individual and systems levels
  • Transparent, fair processes

When Concerns Arise

If you have concerns about your child's supports:

  1. Talk to the classroom teacher - Often issues can be resolved quickly
  2. Meet with Learning Resource Teacher or Principal - For ongoing concerns
  3. Request a planning meeting - Bring together the whole team
  4. Contact our Family Advocate - For support navigating the system
  5. Formal complaint process - Through Miscigwâcagâsihk Education Board

We are committed to hearing and addressing concerns respectfully and promptly.

Our Commitment to Continuous Improvement

Professional Learning

Our staff engage in ongoing professional development on:

  • Trauma-informed practice
  • Neurodiversity-affirming approaches
  • Culturally responsive teaching
  • Mental health literacy
  • Assistive technology
  • Behaviour support strategies
  • Universal Design for Learning
  • Indigenous pedagogies

Data & Accountability

We monitor our inclusive practices through:

  • Student outcome data (academic, social-emotional, cultural)
  • Family satisfaction surveys
  • Student voice and feedback
  • Staff reflections and observations
  • External reviews and audits
  • Comparison with provincial standards

Community Engagement

We continuously improve through:

  • Input from kêtêyak and cultural advisors
  • Family advisory committees
  • Student leadership opportunities
  • Community partnerships
  • Listening to those we serve

Frequently Asked Questions

Will my child be labeled or segregated?

No. We do not believe in labeling children or separating them from their peers. While we may use clinical terms in assessments to access services, we focus on describing students' strengths, interests, and support needs. Students receive support within their regular classrooms alongside peers whenever possible.

What if my child needs significant support?

We support students with all levels of need. Through holistic planning, Jordan's Principle, and creative use of resources, we can provide intensive supports including one-to-one educational assistants, specialized equipment, therapeutic services, and modified programming - all while maintaining connection to classroom community and cultural programming.

How do I know if my child needs support?

You know your child best. If you have concerns about learning, behaviour, social-emotional development, or anything else, please reach out. We can discuss your observations, conduct informal assessments, and determine next steps together. Early support makes a big difference.

What about gifted students or advanced learners?

Inclusive education includes students who need enrichment and challenge. We provide differentiated programming, accelerated learning opportunities, independent projects, mentorship, and opportunities to develop leadership and cultural knowledge. Every student deserves to be challenged and engaged.

Can supports follow my child if we move schools?

Yes. Planning documents, assessment information, and support recommendations can transfer with your child (with your consent). We work collaboratively with other schools to ensure continuity of supports during transitions.

What about high school and beyond?

We begin transition planning early and maintain connections with secondary schools, SIIT, Saskatchewan Polytechnic, and other post-secondary institutions. Many students with diverse learning needs go on to successful post-secondary education, employment, and community participation. We plan backward from students' dreams and goals.