Kade Francis was believed to be on the autism spectrum and unlikely to speak when he was about one year old, according to doctors. Fast forward to today, at six years old, Kade is a lively Grade 1 student at Elsipogtog School, actively participating in class discussions. His mother, Krystal Francis, credits his remarkable progress to an innovative program at the school tailored for students from the Mi’kmaw community.
The specialized program, which caters to children from kindergarten to Grade 8, focuses on early screening, diagnosis, and support for kids with neurological conditions like Kade. It aims to equip these children for academic success and future endeavors. Krystal Francis expressed her initial concerns about the challenges her son might face, noting that the traditional educational system may not always accommodate autistic children.
Debbie Maund, a speech language pathologist at Elsipogtog School, highlighted the team’s use of Indigenous-led practices for assessing and aiding students with various conditions. Over the past decade, the team has expanded significantly, now comprising a diverse group of professionals including occupational therapists, counselors, and subject matter experts. They collaborate with external healthcare providers to diagnose conditions such as ADHD, autism spectrum disorder, and language disabilities.
The team crafts personalized learning plans based on individual student needs, guiding them through their educational journey until they graduate from Grade 8. According to Francis, who is not only a mother but also a teacher at the school, a majority of the students benefit from the program through either diagnosis or support services.
Early intervention plays a pivotal role in the success of students like Kade. Occupational therapist Christine Agnew, a familiar face to Kade since his nursery days, engages him in tailored activities to enhance his motor skills and overall development. The program prioritizes fine motor skills, language development, and cultural teachings, setting a strong foundation for academic growth.
The presence of the Eastern Door Centre, an Indigenous assessment facility within the community, further enriches the support system by offering comprehensive services involving medical professionals and Elders. This local initiative eliminates the need for families to endure long wait times for assessments in distant cities.
The positive impact of the program extends beyond academic achievements. Ivan Augustine, the education director at Elsipogtog First Nation, emphasized the development of resilience in students, preparing them to overcome future challenges. The program has contributed to a higher rate of students pursuing higher education, reflecting the community’s growing confidence in the system.
Funding from Jordan’s Principle has been instrumental in the program’s expansion, ensuring vital resources reach First Nation children. However, ongoing financial support remains a critical concern for the sustainability of the program. Krystal Francis acknowledged the vital role of the support team in her son’s progress, emphasizing the importance of continued backing for the program’s success.
