Journey to Canada’s Arctic
Year 1 Placement
Shelby Sooknanan (left) and Meghan Grant (right)
Written by: Shelby Sooknanan
Completing a placement in the Northwest Territories was both an enriched learning experience, and one I won’t soon forget.
Meghan Grant and I were granted this rare opportunity to offer in-person therapy to the children of two remote communities in Canada’s Arctic alongside a Speech-Language Pathologist (SLP).
Tundra sun
Meghan and Shelby's placement site.
We had the opportunity to support and collaborate with the communities of Tsiigehtchic and Fort McPherson. Both communities have substantial Indigenous populations, with the Gwich'in and Inuvialuit peoples being most prominent. Upon arriving at the schools, we were warmly welcomed by the school administrators, classroom assistants, teachers, and students. An abundance of Indigenous artwork, Gwich'in translations of school values, and framed pictures of the community’s elders lined the halls. As she herself is Indigenous, our clinical educator taught us extensively about Indigenous values, with collaboration being a central theme. This was exemplified by the close-knit team of educators who passionately serve their students each day.
It was wonderful to witness the preservation and celebration of language and culture within the schools. Children as young as 5 years old are learning their traditional languages within the classroom. My time in the North afforded me a rich education on Northern Indigenous nuances in English conversation, including dialectal differences and use of non-verbal gestures. I applied this newfound knowledge to deliver therapy and administer assessments in a culturally-sensitive manner.
One of the most pressing challenges in the North is the scarcity of SLP services in remote areas. Although the federal implementation of Jordan’s Principle (find out more here) has made services like SLP more accessible to Indigenous children, the shortage of professionals remains a significant barrier. Furthermore, many of the materials used for assessments and therapy are not culturally relevant, which inevitably impacts the quality of service these students receive.
In addition to our professional pursuits, we also got to experience some of the local culture and traditions. We drove on ice roads, went dog sledding, and sampled traditional foods such as Muktuk; a dish made of whale skin and blubber. These experiences deepened my appreciation and understanding of our students’ culture.
While the remainder of my placement was conducted virtually, my time in the North was truly transformative. This placement has opened my eyes to new ways of approaching assessment and therapy and has strengthened my commitment to cultural responsiveness. I will carry these lessons with me while I pursue a career in Speech-Language Pathology.
A special thank you to Jennifer Wadds for her exceptional coordination of this placement, and Diana Neill for her commitment to increasing positive change in Northern services, and her dedication in being an outstanding Clinical Educator.