Abstract
In March 2020, the COVID-19 pandemic led government authorities to suspend classroom instruction and school activities in an effort to limit the spread of the virus. Education was among the sectors most significantly affected by these public health measures. As a result, teachers were required to shift rapidly to remote learning, even though many students did not have the necessary support, resources, or learning environment at home to participate effectively in online classes.
For Indigenous children, particularly those experiencing learning challenges, the transition to remote learning further intensified existing educational barriers. Observations of elementary school children in the community of Flin Flon, northern Manitoba, raise an important question: what factors contribute to the high prevalence of learning difficulties and speech delays among Indigenous children?
This paper highlights the need to adopt remote learning approaches that better support the education, inclusion, and academic success of Indigenous students. Further research is necessary to examine the perspectives of specialists, educators, school administrators, and parents regarding the causes of speech delays and learning difficulties among Indigenous children. Such research should also explore effective strategies for improving Indigenous students’ participation and success in both regular classroom settings and online learning environments.
Keywords: COVID-19; Remote learning; Indigenous children; Learning difficulties; Speech delay; Inclusive education; Northern Manitoba.