Addressing Community Inclusion for Aboriginal Albertans with Developmental Disabilities

Similar documents
Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada

Indian Residential Schools Settlement Agreement (IRSSA) October, 2007

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION

Assembly of First Nations National First Nations Language Implementation Plan Special Chiefs Assembly Ottawa, Ontario

Understanding Co operatives Through Research

Residential Schools. Questions. Who went to Indian Residential Schools in Canada?

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections:

Additional Qualification Course Guideline Computer Studies, Specialist

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

First Nation, Métis and Inuit Education Annual Action Plan

STUDENT ASSESSMENT AND EVALUATION POLICY

High School Graduation Coach Program Evaluation November 2014 Researcher: Sean Lessard

In.Business: A National Mentorship Program for Indigenous Youth

Position Statements. Index of Association Position Statements

Engaging Teacher Candidates about Aboriginal Education Perspectives in Ontario. Angela Nardozi University of Toronto

CARPENTRY GRADES 9-12 LEARNING RESOURCES

International comparison and review of a health technology assessment skills program

Joint Consortium for School Health Governments Working Across the Health and Education Sectors. Mental Resilience

The Early Development Instrument (EDI) Report

FACULTY OF COMMUNITY SERVICES TORONTO EGLINTON ROTARY CLUB / DR. ROBERT McCLURE AWARD IN HEALTH SCIENCE

Student Assessment and Evaluation: The Alberta Teaching Profession s View

Saskatchewan Ministry of Education Light of Christ RCSSD #16 Accountability Conference

Ontario Tourism Workforce Development Strategy Project. AUDIT REPORT January 2012

Uranium City, SK September 1, 2010 Prince Albert Grand Council Athabasca Land Use Office Diane McDonald

STRENGTHENING RURAL CANADA COMMUNITY: SALMO, BRITISH COLUMBIA

LEARNING A LANGUAGE, LEARNING THE LAND:

SURVEY RESEARCH POLICY TABLE OF CONTENTS STATEMENT OF POLICY REASON FOR THIS POLICY

English: Contemporary First Nations, Métis, and Inuit Voices Grade 11, University Preparation NBE3U

Alternative education: Filling the gap in emergency and post-conflict situations

Conseil scolaire francophone de la Colombie Britannique. Literacy Plan. Submitted on July 15, Alain Laberge, Director of Educational Services

Understanding University Funding

St. Paul s Roman Catholic Separate School Division # Annual Report

Daghida: Cold Lake First Nation Works Towards Dene Language Revitalization Heather Blair, Sally Rice, Valerie Wood, John Janvier

Occupational Therapist (Temporary Position)

5.7 Country case study: Vietnam

Every student absence jeopardizes the ability of students to succeed at school and schools to

Saskatchewan Learning Resources. Career Education: Core Learning Resources

Strategic Plan Dashboard

Harvesting the Wisdom of Coalitions

Student Aid Alberta Operational Policy and Procedure Manual Aug 1, 2016 July 31, 2017

AN OVERVIEW OF FEDERAL AND PROVINCIAL POLICY TRENDS IN FIRST NATIONS EDUCATION

Soham Baksi. Professor, Department of Economics, University of Winnipeg, July 2017 present

Executive Summary Candidacy Study

5 Early years providers

PCG Special Education Brief

Western Australia s General Practice Workforce Analysis Update

Culture, Tourism and the Centre for Education Statistics: Research Papers

RULES OF PROCEDURE. Translation 0 1. PRELIMINARY REMARKS

P A R T 3 Blackline Masters

FOM Dean's Office. A look inside

Options for Elementary Band and Strings Program Delivery

STUDENT 16/17 FUNDING GUIDE LOANS & GRANTS FOR FULL-TIME POST-SECONDARY STUDIES

1. Amend Article Departmental co-ordination and program committee as set out in Appendix A.

Juvenile Detention Alternatives Initiative Inter-site Conference. Improving Conditions in Detention Centers: Recent Innovations New Incentive System

The State of Educators Professional Learning in British Columbia

University of Toronto

Ministry Audit Form 2016

Abstract. Janaka Jayalath Director / Information Systems, Tertiary and Vocational Education Commission, Sri Lanka.

ACTIVE CIRCLE RESEARCH PROJECT ANNUAL REPORT Version dated October 1, 2015

Woodlands Primary School. Policy for the Education of Children in Care

CONTRACT TENURED FACULTY

Evaluation of Grassroots Volunteer Leadership Development Training Conducted by Points of Light Foundation

TRANSFER INFORMATION GUIDE 2017/2018. Take the next step and earn a University of Windsor degree.

Chapter 4 Culture & Currents of Thought

MELANIE J. GREENE. Faculty of Education Ph. (709) / (709) Blog:

A Guide to Upgrading in British Columbia s Public Post-Secondary Institutions

Educational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole

2 Research Developments

STUDENT EXPERIENCE a focus group guide

OF CHILDREN WITH DISABILITIES

Core Strategy #1: Prepare professionals for a technology-based, multicultural, complex world

NDA3M Summative Names Indigenous Heroes

Loyalist College Applied Degree Proposal. Name of Institution: Loyalist College of Applied Arts and Technology

Australia s tertiary education sector

Using CBM to Help Canadian Elementary Teachers Write Effective IEP Goals

A Guide to Finding Statistics for Students

University of Toronto

February 16. Save $30 on Registration: Designed for Managers and Staff of After School Programs. Early Bird Deadline: January 26, 2017

CÉGEP HERITAGE COLLEGE POLICY #8

Seinäjoki Vocational Education Centre. Ähtäri, Koulutie. Koulutie 16A, ÄHTÄRI Phone

Department: Basic Education REPUBLIC OF SOUTH AFRICA MACRO INDICATOR TRENDS IN SCHOOLING: SUMMARY REPORT 2011

No educational system is better than its teachers

Continuing Competence Program Rules

School Competition and Efficiency with Publicly Funded Catholic Schools David Card, Martin D. Dooley, and A. Abigail Payne

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016

September 6-8. San Francisco, California 1

Python Machine Learning

St. Mary Cathedral Parish & School

Portfolio-Based Language Assessment (PBLA) Presented by Rebecca Hiebert

Ryerson University Sociology SOC 483: Advanced Research and Statistics

INDEPENDENT STATE OF PAPUA NEW GUINEA.

BOLOGNA DECLARATION ACHIEVED LEVEL OF IMPLEMENTATION AND FUTURE ACTIVITY PLAN

Global Business. ICA s first official fair to promote co-operative business. October 23, 24 and 25, 2008 Lisbon - Portugal From1pmto8pm.

The Bologna Process: actions taken and lessons learnt

Briefing document CII Continuing Professional Development (CPD) scheme.

UNIVERSITY OF REGINA. Tuition and fees

The Aboriginal Excellence Program is consistent. Mount Lawley Senior High School

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009

Master in Science in Chemistry with Biomedicine - UMSH4CSCB

Transcription:

Addressing Community Inclusion for Aboriginal Albertans with Developmental Disabilities A Provincial Policy Framework October 2006

Background Introduction In 2002, the Persons with Developmental Disabilities organization developed a Policy Framework to address supports for First Nations, Métis, Inuit and other Aboriginal adults with developmental disabilities, in response to the Alberta Government s Aboriginal Policy Initiative. The intent of this Framework is to address community inclusion for this group of Albertans, within the wholistic context of family, community and connection to Aboriginal people and traditions. The Alberta Aboriginal Policy Initiative (API) The API is one of the top 4 priority cross-government initiatives, supported by Goal 6 in the Government Business Plan: The well-being and self-reliance of Aboriginal people will be comparable to other Albertans. Under the auspices of the API, Provincial Ministries have been working in partnership with First Nations, Métis, and other Aboriginal communities, organizations and people, as well as other governments, industry and other interested parties to improve the participation of First Nations, Métis, Inuit and other Aboriginal people in the life and economy of our province. The API has two goals: Aboriginal individual and community well-being and self-reliance. Clarification of federal, provincial and Aboriginal roles and responsibilities. Aboriginal Community Diversity 1 Approximately 156,000 Aboriginal people reside throughout Alberta, including Métis, Inuit and North American Indian peoples. Alberta s Aboriginal population is a heterogeneous group, comprised of: Aboriginal people with treaty status living in First Nations Reserve communities under the provisions of Treaty 6, 7 and 8, with a range of languages and cultural traditions. Approximately 37,000 Aboriginal people with band membership reside in 43 Alberta First Nations Reserves; Approximately 118,000 Albertans with Treaty Status live away from reserves; Métis people living in 8 Métis Settlements in Northern Alberta, who have special rights, under formal agreements with the Province of Alberta; Other Aboriginal people, including those with ancestral ties to First Nations groups, but without Treaty status, or Métis people who are not included in the Métis Settlements nominal role. Approximately 90,000 Aboriginal people reside in the 10 largest Alberta urban centres. 45% of urban Aboriginal people live in the Edmonton area, and 24% in Calgary. 1 2001 Statistics Canada Census Data 1

The Alberta Arrangement for the Funding and Administration of Social Services. (AAFASS) Although social services are a responsibility normally assumed by provincial governments, historic Treaties signed by Canada with First Nations bands require the Federal Government to provide social services to Canadian First Nations people. This division of responsibility led to the development of parallel service delivery systems for First Nations and non-first Nations people across Canada, with significant service gaps and overlaps for First Nations people living on- and off-reserve. In 1991, Alberta Family and Social Services ratified an agreement with the Indian and Aboriginal Affairs Canada (INAAC) that simplified and rationalized social service delivery for First Nations people in Alberta. Key aspects included: The Federal Government agreed to fund social services for First Nations people living on reserve at a level comparable to other Albertans. The Federal Government also agreed to reimburse Alberta for services provided to First Nations people who ordinarily reside on reserve, but who leave reserve to obtain social services. 2

PDD Aboriginal Policy Framework Vision: The PDD Vision provides a basis for this framework An Alberta that honours and respects the dignity and equal worth of persons with developmental disabilities. Guiding Principles 2 Regional 1. Each PDD Community Board requires a regionally specific response to Diversity the unique mix of First Nation, Métis, Inuit and other Aboriginal people with varying languages and cultural traditions within its geographic boundaries. (PDD) Partnerships 2. Optimal results will be achieved through a range of partnerships, between PDD, at the Ministry and Community Board levels, and entities such as First Nations/Aboriginal Groups, federal and provincial government Ministries, local Authorities, and service providers. (PDD) 3. Alberta should work with Aboriginal people and Aboriginal communities to eliminate barriers to services. (APF) Cross cultural 4. Cross-cultural awareness and understanding among Aboriginal people and other Albertans is an important component of an inclusive Alberta society. (APF) 5. Supports and services for persons with developmental disabilities should be offered in an environment where the values, traditions, languages and cultures of First Nations, Métis, Inuit and other Aboriginal people are acknowledged, recognized and respected. (AYTPF) Federal/ Provincial Relations First Nations Governance 6. While respecting the responsibilities of the federal government to provide services to First Nations communities and persons, PDD will advocate for Aboriginal people with developmental disabilities to have access to comparable provincial social services enjoyed by Albertans in communities of similar size and geographic location. (AAFSS) 7. The Government of Alberta recognizes the importance of policy initiatives to support the self-reliance of First Nations, Métis and other Aboriginal people and communities. (APF) 2 The first two guiding principles are specific to PDD. The additional principles come from three other sources: The Aboriginal Policy Framework (APF), the Alberta Youth Transition Policy Framework (AYTPF), and the Arrangement for the Administration and Funding of Social Services (AAFSS). 3

Strategic Directions The PDD Aboriginal Policy Framework has two Strategic Directions: 1. Strengthening Capacity In the PDD system: To respond to Aboriginal adults with developmental disabilities and their families in a culturally sensitive manner, To support individuals choices to be included in Aboriginal community life, and to sustain natural connections. In Aboriginal communities: To support First Nations, Métis and other Aboriginal communities to include adults with developmental disabilities. 2. Partnerships In order to minimize systemic and resource barriers to community inclusion for Aboriginal adults with developmental disabilities, the PDD Program and Community Boards will establish and maintain partnerships with a range of entities, including: Federal/provincial government departments, Local authorities, Service providers, organizations and other entities Roles and Responsibilities Provincial Role In collaboration with Aboriginal communities and organizations: Establish a policy framework and operational policy that addresses supports for Aboriginal adults with developmental disabilities. Support the development of PDD system capacity to serve Aboriginal adults with developmental disabilities appropriately. Establish an information-clearing house. Build partnerships/linkages/networks at the government level. Promote awareness of Aboriginal needs and issues within PDD. Increase understanding of developmental disabilities and ways to support community inclusion in Aboriginal Communities. Community Boards In collaboration with local First Nations, Métis, Inuit and other Aboriginal people: Develop operational procedures that address culturally appropriate supports for Aboriginal adults with developmental disabilities. Strengthen capacity to serve Aboriginal adults with developmental disabilities appropriately, within the PDD system. Establish partnerships/linkages/networks at the local level. 4

Promote awareness and understanding of the needs and issues of Aboriginal adults with developmental disabilities within the PDD Boards geographic boundaries. Increase understanding of developmental disabilities and ways to support community inclusion among local First Nations, Métis, Inuit and other Aboriginal communities and groups. Expected Results Changes By implementing the PDD Aboriginal Policy Framework, PDD hopes to influence changes in four areas: Increased capacity within the PDD system to provide culturally appropriate supports; Increased capacity in First Nations and Métis communities to include Aboriginal adults with developmental disabilities; Increased numbers of First Nations, Métis, Inuit and other Aboriginal adults with developmental disabilities living ordinary lives in their home communities; Stronger partnerships between PDD and the other entities providing supports and services to First Nations, Métis, Inuit and other adults of Aboriginal descent with developmental disabilities. Outcomes For First Nations, Métis, Inuit and other Aboriginal Adults with developmental disabilities: Improved quality of life, as reflected by: Positive natural support networks, including family and other members of Aboriginal Communities. Increased inclusion for Aboriginal adults in their home community. Enhancements to leisure time activities through cultural activities. For First Nations, Métis and other Aboriginal Communities Improved ability of Aboriginal communities to identify developmental disabilities and provide appropriate supports to assist individuals to live and work in their community. For PDD Intake processes that are more accessible to Aboriginal families and individuals. More effective communication and co-ordination between PDD and Federal, Provincial and First Nations human services workers that co-ordinate and provide supports for Aboriginal adults with developmental disabilities. 5