REGINA — Inclusion Saskatchewan is celebrating the winners of the 2026 Inclusive Education Awards.
The Inclusive Education Awards are national awards, given in partnership with Inclusion Canada. They are awarded to people and groups who lead with innovation and person-centred values, and who create classrooms and communities where students with intellectual disabilities are included.
Inclusion Saskatchewan offers this information about this year’s winners.
Dean Armstrong, Saskatchewan Distance Learning Centre
Dean Armstrong of Saskatchewan Distance Learning Centre, is a passionate and
courageous advocate for students. Armstrong’s commitment to inclusion is deeply personal. He has shared openly about his own experiences as a student who required additional support and instead encountered significant barriers and discrimination within the education
system. Those experiences shaped not only his perspective, but also his purpose as an educator.
Armstrong describes his classroom as “a place to be brave.” Drawing from his background in theatre, he uses drama, puppetry, creativity, and relationship-building to connect with students in meaningful and authentic ways. His work reflects the understanding that
students learn best when they feel safe, respected, and truly seen.
Throughout his career, Armstrong has consistently advocated for more inclusive approaches within education. His vision and commitment to inclusive practice ultimately led him to his current work with SaskDLC, where he continues to focus on building individualized, relationship-centered learning experiences for students.
Armstrong also brings important insight from his previous work in curriculum development with the Ministry of Education. He speaks thoughtfully about the barriers that can exist within curriculum and educational structures, particularly for neurodivergent students and students with disabilities. Rather than expecting students to fit rigid systems, Armstrong works one-on-one with learners to adapt instruction and create accessible pathways for success. He also challenges deficit-based thinking in education and speaks to the broader historical and colonial impacts those approaches have had on students and families.
One parent shared this powerful reflection: “He acknowledges the education system is not accessible to neurodivergent students at minimum, let alone allow these students to
choose the way they showcase their learning.”
Armstrong’s work reminds us that inclusive education is not simply about access to a classroom — it is about dignity, voice, creativity, and belonging.
École Palliser Heights School, Prairie South School Division
École Palliser Heights School, exemplifies what meaningful inclusion can look like when it is grounded in belonging, collaboration, and high expectations for every student. At École
Palliser Heights School, inclusion is not a separate initiative or program. It is the foundation of how the school operates. There are no segregated or special programs within the school.
Instead, all students learn together, supported through individualized and differentiated instruction practices across classrooms.
The school leadership team demonstrates an exceptional understanding of inclusive education principles. During the selection process, the principal and vice principal spoke openly and honestly about the realities of exclusion in education systems, while also
showing a clear commitment to building a culture where every student is valued and supported.
Their approach is strengths-based, collaborative, and student-centered. Team-based interventions are embedded into their practices, and communication supports — including individualized Augmentative C Alternative Communication devices and approaches — are used thoughtfully across the school community.
One parent shared this powerful reflection: “I have never heard ‘we can’t do that’ from the team at Palliser. They are willing to work together to see what is possible.” This spirit of
possibility, creativity, and belonging exemplifies the principles and aspirations of inclusive education.
2026 Dr. John Dolan Spirit of Inclusion Award: Nathan Brooks and the Mayfield campus of Montessori School of Regina
Nathan Brooks and the Mayfield Campus of Montessori School of Regina, demonstrate that spirit in deeply meaningful ways. Their nomination came directly from a family whose child had previously been denied entry into several early learning programs because of his disability. Rather than seeing barriers, Brooks and the team at Mayfield Campus saw possibility. The school worked closely with the family to secure additional funding so their son could access the one-on-one support he needed in the Pre-Primary program. They took extraordinary care to ensure the support person was not only qualified, but also the right fit for the child — someone who would help him feel safe, understood, and genuinely included.
What makes this school community especially remarkable is its responsiveness and creativity. They are knowledgeable, adaptable, and committed to meeting each student’s unique needs. Whether through environmental adaptations, individualized programming,
or creative approaches to academic learning, they consistently demonstrate that inclusion is about belonging, participation, and dignity.
Perhaps the most powerful reflection came from the student’s parent, who shared, “My son now sees himself as a kind, capable, and intelligent little boy. He believes he belongs in the classroom, that his ideas and voice matter, and that he is worthy of friendships, respect and unconditional inclusion.” Those words capture the lasting impact of true inclusion.
Inclusive education changes not only access to learning, but also how children see themselves and their place in the world.
