Special Education Program


Dr. Clarice Beebe, Special Education Manager: Clarice has almost 30 years of experience, knowledge, skills, and passion for excellence in K-12 education. She has a professional work ethic and the ability to work in collaboration within an intricate network in order to effect positive change for students. She is well-versed in special education, curriculum, project management, literacy, and assessment. She works closely with Aboriginal Affairs & Northern Development Canada (INAC) in order to ensure that special education programming in Treaty 7 schools is funded in a fair and consistent manner. 

Philosophy Statement: All Siksika, Kainai, Tsuu T’ina, Piikani, and Stoney children are unique, sacred gifts from the Creator.  School programming is derived from the spiritual, physical, social, emotional, and cognitive development of each individual student. Therefore, special education programming in all Treaty 7 schools is integrated with the culture, language, and history of each Treaty 7 Nation. Each student has the ability to learn and has the right to the highest standard of education which means that all students are respected, confident, and safe so that he/she can learn to their full potential.

Mission Statement: The purpose of the Treaty 7 Special Education department is to assist respective Nations in special education programming and funding to help support students who have special needs. Support, advocacy, and the provision of advisory services to Treaty 7 First Nations in the area of special education. This is done through close collaboration and consultation with school authorities, parents, community members, and government in order to ensure Treaty 7 students with special needs receive quality programming.



Highlights in Special Education

  • The development of a special education handbook was completed and implemented in 2014. It is updated at the end of each school year. It was developed in consultation with parents, teachers, schools, and communities in Treaty 7. The development of this handbook addressed the need for such a document to assist students, parents, and school personnel in planning and implementing special education programming. It also ensures that students are treated in a fair and consistent manner when they are referred for special education programming
  • Response to Intervention (RTI) is a tiered approach used in addressing the needs of students who require additional support in schools. Professional development in this area has been put in place for the 2015-2016 school year in order to assist Treaty 7 schools in the implementation of this approach. A tiered approach with high quality core programming that serves all students, ongoing assessment, and parental involvement are the key components.