There are a lot of diversified programs, but then we have a lot of diversified students.
Mel Folkman, 1977.
To help students with their impairments, whether it be physical or mental or something else entirely, Chilliwack’s school district set up a handful of different extra support programs in support of special education. These are as follows:
Re-entry and BRIDGE
The re-entry and BRIDGE programs were developed in 1976 to give extra support to students who were not necessarily handicapped or impaired. The re-entry program was specifically meant for students who had dropped out of school at some point for one reason or another, and were wanting to re-join. The BRIDGE program was for students who needed a “bridge” between academic years; they were students struggling to transition from one grade to another, especially if it was a significant change like elementary school to junior secondary school, and needed extra support to make the switch. As of 1977 the district was going to not only continue these fundamental learning assistance programs but also keep developing upon them further.
Hospital Homebound
Another fundamental program was the hospital homebound program. Created in 1975 and still ran as of today, it was run by Mrs. Agnes North from 1975 until 1999 when she retired. This program was very important as it saved students with medical and mental health problems from falling between the cracks. Mrs. North would travel to students who had to miss school for extended periods of time and would otherwise miss out on education. Typically she would visit them in the hospital, though sometimes she had to travel to their homes, and bring course materials to them. Mrs. North was the only one running the program during this time period and would take on as many as 88 students or more per year ranging from kindergarten to grade 12. Her emphasis was on the student’s wellbeing more than their academic achievements, “There’s a psychological part to recovery and it’s just as important as the physical. Kids worry about getting behind, but sick kids also worry about their illness.” Much like Mr. Folkman she believed in preventing students from feeling socially isolated, and there were instances where Mrs. North would do arts and crafts with a student who could not mentally open up to the idea of doing school work.
Indigenous Education The indigenous education program was a multifaceted one, it was created in 1976 to not only teach indigenous education but to also be a support for indigenous students who needed more help. It was run by Joanne Archibald who was titled as “Indian Education co-ordinator” and she was used as a resource for principals, teachers, parents, and students. This was another fundamental assistance program as it was aimed to improve the self-image of indigenous students and lessen impacts felt by the residential school system. The concept was to teach students about indigenous history, culture, and contributions in our locality. The curriculum included making indigenous crafts, foods, and models, along with learning Halq’emeylem words for colours, numbers, and body parts via a colouring book that was in development. The curriculum and program were in direct collaboration with Stolo elders, and was in line with the education ministry’s standards.
