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Ontario Assembly Bill

Ontario Bill 108

43rd Parl. 1st Sess.
May 17, 2023
Education Statute Law Amendment Act (Fetal Alcohol Spectrum Disorder), 2023
  • Bill 108, also known as the Education Statute Law Amendment Act (Fetal Alcohol Spectrum Disorder), 2023, is a law in Ontario that aims to address the high prevalence of Fetal Alcohol Spectrum Disorder (FASD) among children in the province. FASD can make attending school difficult and traumatic for affected children. Many school boards currently lack specific strategies to address this issue, and educators often lack awareness of FASD. Under this law, each school board will be required to develop a policy addressing FASD. Teachers and early childhood educators will also receive training on the signs and symptoms of FASD and how to appropriately accommodate these children in the classroom. These changes are expected to improve academic performance and the overall school experience for children with FASD and their peers. The law also amends the Early Childhood Educators Act, 2007, the Education Act, and the Ontario College of Teachers Act, 1996 to include provisions related to FASD training and support. The law will come into effect on the second September 1 after it receives Royal Assent. Its official name is the Education Statute Law Amendment Act (Fetal Alcohol Spectrum Disorder), 2023.
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SteelmanSpren in Favour

  • A steelman argument in favor of Bill 108 2023, the Education Statute Law Amendment Act (Fetal Alcohol Spectrum Disorder), can be made as follows: 1. Addressing a prevalent issue: The high prevalence of Fetal Alcohol Spectrum Disorder (FASD) among children in Ontario is a significant concern. By implementing this bill, each school board will be required to develop a policy addressing FASD, which will help raise awareness and provide necessary support for children with FASD. 2. Improved school experience: Children with FASD often face difficulties and trauma when attending school due to their deficits. By training teachers and early childhood educators about the signs and symptoms of FASD and how to accommodate these children in the classroom, the bill aims to create a more inclusive and supportive learning environment. This will contribute to better academic performance and an improved school experience for children with FASD and their peers. 3. Positive social outcomes: The bill is expected to have broader positive social outcomes for children with FASD. By promoting awareness and understanding of FASD, the policies and guidelines established by each school board will help reduce stigma and discrimination associated with the disorder. Additionally, collaboration with parents and FASD support groups will further enhance support networks and resources for children with FASD. 4. Professional training and accreditation: The bill requires training on FASD for early childhood educators and teachers as part of their accreditation. This ensures that educators have the necessary knowledge and skills to identify and support students with FASD effectively. By incorporating FASD training into teacher education programs, future educators will be better equipped to accommodate the needs of students with FASD. Overall, the Education Statute Law Amendment Act (Fetal Alcohol Spectrum Disorder) aims to address the challenges faced by children with FASD in the education system. By raising awareness, providing support, and improving training for educators, the bill seeks to create a more inclusive and supportive learning environment, leading to better academic outcomes and positive social impacts for children with FASD.

SteelmanSpren Against

  • Steelman Argument Opposing Bill 108 2023: While it is important to address the challenges faced by children with Fetal Alcohol Spectrum Disorder (FASD), Bill 108 2023 is not the appropriate solution. This legislation imposes unnecessary government intervention and mandates on school boards, educators, and early childhood educators. It undermines the principles of limited government and individual freedom, which are core values of the right-wing perspective. Firstly, it is not the role of the government to dictate specific policies and guidelines to school boards. Education should be a local matter, allowing communities to determine the best approach for addressing FASD within their schools. Mandating a one-size-fits-all policy fails to account for the unique circumstances and needs of different communities. Secondly, requiring training for educators and early childhood educators on FASD is an overreach of government power. It is the responsibility of individual educators to seek out professional development opportunities and stay informed about various learning disabilities, including FASD. Mandating this training infringes on the autonomy of educators and imposes unnecessary burdens on them. Furthermore, the government should not be involved in accrediting teacher education programs based on their inclusion of FASD training. Accreditation should be based on the quality of the program as a whole, not on specific topics that the government deems important. This kind of government interference in the education system undermines the principles of academic freedom and the ability of institutions to determine their own curriculum. Lastly, the collaboration with parents and FASD support groups, as mandated by the legislation, is unnecessary. While it is important to involve parents and support groups in the education of children with FASD, this collaboration should be voluntary and based on the needs and preferences of individual families. Mandating collaboration infringes on the rights of parents to make decisions about their child's education and medical needs. In conclusion, while addressing the challenges faced by children with FASD is important, Bill 108 2023 goes against right-wing principles of limited government intervention and individual freedom. It imposes unnecessary mandates on school boards, educators, and early childhood educators, undermining local decision-making and individual autonomy. A more effective approach would be to encourage voluntary collaboration and provide resources and support for educators and parents to address FASD in a way that best suits their communities.
First Reading
  • May 17, 2023, noon
  • In Progress
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