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The Heart of our Demand
Agreement & Decree Comparison
QPAT Negotiations Bulletin 18
Law 142 / Loi 142
Jean Charest's Report Card
The Heart of our Demand
QPAT Negotiations Bulletin 1
QPAT Negotiations Bulletin 2
QPAT Negotiations Bulletin 3
QPAT Negotiations Bulletin 4
QPAT Negotiations Bulletin 5
QPAT Negotiations Bulletin 6
QPAT Negotiations Bulletin 7
QPAT Negotiations Bulletin 8
QPAT Negotiations Bulletin 9
QPAT Negotiations Bulletin 10
QPAT Negotiations Bulletin 11
QPAT Negotiations Bulletin 12
QPAT Negotiations Bulletin 13
QPAT Negotiations Bulletin 14
QPAT Negotiations Bulletin 15
QPAT Negotiations Bulletin 16
QPAT Negotiations Bulletin October 26, 2005 Part One
QPAT Negotiations Bulletin October 26, 2005 Part Two
QPAT Negotiations Bulletin October 26, 2005 Part Three
QPAT Negotiations Bulletin October 26, 2005 Part Four
Mise à jour sur la négociation (section un)
Mise à jour sur la négociation (section deux)
Mise à jour sur la négociation (section trois)
Mise à jour sur la négociation (section quatre)
QPAT Negotiations Bulletin 17
Modified Action Plan
Plan d'action modifié
November 14 Voting Results
QESBA Press Release
New Name for Ministry of Education
Contact Us
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The Quebec Electoral Map

Quality Education



Support a quality education for the children of Quebec -

Support the teachers of Quebec.


Teachers are working for the success of all students in Quebec.


For those with special needs:


For students who are handicapped, at risk, or suffering from emotional difficulties – in short, those who are at the heart of our efforts for school success- we are working:



  • to improve the process for identifying these students so that they can get the help they need as early as possible.
  • to improve support measures for students with difficulties.
  • to limit the number of students experiencing learning delays, handicaps or behavioural difficulties who are integrated into regular classes.
  • to ensure that these students are monitored, particularly when they move from the elementary to the secondary level.
  • to require the hiring of remedial specialists (one per ten groups at elementary, one per fifteen at secondary) to enable students to keep up with their peers.


And for all the rest:


In demanding improvement in services to “vulnerable” students (handicapped, in difficulty, at risk) and support for their teachers, we are simultaneously improving the situation for all students.


In a class that is overloaded with students who have special needs, both the special needs students and the regular students are deprived of the attention and support they require to learn as they should.


On top of the improvements to special needs services, we are also demanding:


  • the progressive reduction in class sizes, at both the elementary and secondary levels, in order to ensure a quality student/teacher ratio, with more stringent penalties in cases where maximum class sizes are exceeded.
  • progressive entry to school for four-and five-year-old students over a period of at least five days, to ensure successful integration into the school environment.
  • a check on the uncontrolled  increase in the number  of  multi-level-level classes.
  • a limit to the number of groups a specialist can be required to teach. Less running around means more time for their students.



With the financial resources to make it happen!


The lack of accountability in the administration of funds for students with special needs must be decried and corrected.


Large numbers of teachers, who receive little or no support, are living a crisis. Individualised education plans for special needs students are often inadequate and services for those students insufficient or non-existent.  As a result, the entire burden for their success is on the shoulders of their teachers.  This has been identified throughout our consultation as the most serious problem we face. Teachers feel they are left entirely on their own.  We demand that…


  • all teachers permitted under the budgetary rules be hired.
  • the finances for services for students with special needs be committed exclusively to that purpose through a closed budgetary envelope.


What you can do to help:


Call  or write your MNA.  /He/she should be speaking up for the children and young adults  of Quebec. They are, after all, our future!


Contact the ETSB. Ask them about the resources available in schools.  See the “Links” page for telephone and fax numbers as well as the email address.


Attend a meeting of the Commissioners of the ETSB and ask some questions. 

The Council of Commissioners usually meets every fourth Tuesday of the month.

Meetings are held at the ETSB offices in Magog.




Support the Appalachian Teachers Association, YOUR TEACHERS.

The ATA Supports Quality Public Education
in the Eastern Townships