‹ ᕿᓂᕈᑎᒧᑦ ᐅᑎᕈᑎᒃ

ᐱᒍᑦᔨᒋᐊᓪᓛᒍᑎᓂᒃ ᐊᒻᒪᓗ ᓴᑐᕐᓇᑐᓂᒃ ᐃᓕᓐᓂᐊᕕᖃᕈᑎᓄᑦ ᐱᒍᑦᔨᕕᒃ

Table of Contents

  1. Complementary & Compassionate Services
    1.1 Our mission
    1.2 Team
  2. Special Education
    1.1 Team
    1.2 Resources
  3. Psychosocial
    2.1 Team
  4. Compassionate Schools
    3.1 Our Mission
    3.2 Guiding Principles
    3.3 Team
    3.4 Resources
  5. Video

1. Complementary & Compassionate Services

1.1 Our Mission is to provide…

  • Services and support for every child in Nunavik to grow, learn and succeed in a safe and culturally relevant environment.
  • Trauma-informed services to all students and strengthen Nunavik schools in this area.
  • Professional development opportunities to increase Inuit capacity in areas related to student support services.

Our vision

  • We put the child first
  • Positive regard for: Children, their parents, the community
  • Support students in partnership with the school staff, administrators and parents

Support services for students

Each and every student is different. Some students have special needs. For example, students may have special needs related to their hearing, sight, speech, emotions or behaviour. Our services help students get the right support. 

In Quebec, approximately one student out of five is identified as having special needs. This represents 20% of the overall student population (MEES, 2019). The school board estimates that in Nunavik, the proportion of students with special needs is similar to the provincial reality.

Who provides the services?

A regional team of professionals provides support services to students in Nunavik. They work closely with their counterparts in each school. Our regional professionals specialize in two areas: psychosocial and special education support.

In the psychosocial sector, students who may be affected by social and community challenges can find support from our specialized team. Our team consists of student support professionals, local student counselors and behavior technicians.

For the special education sector, the area of learning challenges such as dyslexia first need to be screened and assessed. Our team of pedagogical counselors, psychologist and speech and language pathologist will work directly with the school support staff such as the special education teachers and technicians.

The regional team is formed of psychologists, psycho-educators, education consultants, speech therapist and coordination managers.

In each school, the members of this team work closely with behaviour technicians, student counsellors, student support professionals, special education technicians and special education.


My name is Tunu Napartuk, I am the Director of Complementary and Compassionate Services (CCS) and I am based in Kuujjuaq, Qc. I am with the CCS department since over a year and it has been privilege to work for the schools in Nunavik. I learned very quickly that all of our work and decisions we make are for the student first. So, creating partners with each member of the schools in each of the communities is really important.

My studies

  • Class of ’89 at Jaanimmarik School in Kuujjuaq, Qc. in French.

My professional background

  • I am the Director of Complementary and Compassionate Services since August 2019.
  • I was the Mayor of Kuujjuaq from November 2012 to October 2018.
  • As Mayor, I was a member of or worked very closely with the Kativik Regional Government during that span.
  • I was also a board member for the Nunavik Regional Board of Health and Social Service from 2012 to 2015.
  • I have previously worked at the Kativik Regional Government at the Information Technology Department and the Recreation Department.

My responsibilities

I am responsible to make sure that support and services reaches to the student in need through two important sectors; Special Education and Psychosocial Support. Our staff in Special Education sector prioritizes support to student with learning needs that may range from learning and physical disabilities to children with more specialized needs. Through the Psychosocial Support sector, personal and social needs of the students as well as the staff are prioritized. Social challenges of our communities will affect our students and it is our responsibility to give this important support to local resources in the schools.

In July 2019, the Council of Commissioners approved the restructuring of CCS. Compassionate Schools became part of Complementary Services. Through our Compassionate Schools team and by using the Positive Behaviour Interventions and Supports (PBIS) approach, teachers in the communities will receive support and training to relate to this approach.

  • To ensure the cultural and social reality of the Inuit of Nunavik is respected and understood;
  • To make available support and services to students needs outside of their regular classroom;
  • To create partners with other local and regional organizations to remove the gaps of services needed for the success of our students;
  • To improve academic success by ensuring the social needs of the children are met and understood by our resources.

I encourage you to contact me by email or by phone (819 964-1136 ext. 230) with your ideas and suggestions. Ideas may come from your experience in other schools or in your own life.

2. Special Education

For the special education sector, the area of learning challenges such as dyslexia first need to be screened and assessed. Our team of pedagogical counselors, psychologist and speech and language pathologist will work directly with the school support staff such as the special education teachers and technicians.


Stéphane Plante ✉️
Assistant Director of Special Education, Complementary and Compassionate Services.

ᕼᐊᐃ, ᓯᕗᓪᓕᐹᒥ, ᐅᖃᐅᑎᒍᒪᕙᓯ ᖁᕕᐊᓱᒻᒪᕆᒃᑲᒪ ᑲᑎᓯᒋᐊᖅ ᑲᑎᕕᒃ ᐃᓕᓐᓂᐊᓂᓕᕆᓂᕐᒧᑦ ᑲᑎᒪᔨᖏᓐᓂᒃ. ᐊᑎᕋ ᔅᑕᕙᓂ ᐸᓚᒃ, Stéphane Plante, ᐃᑲᔪᑎᐅᕗᖓ ᐊᐅᒪᑦᓯᔨᓄᑦ ᐃᓕᓐᓂᐊᓂᓕᕆᓂᕐᒧᑦ, ᐃᑲᔪᕆᐊᕈᑎᓕᕆᓂᕐᒧᑦ ᐊᒻᒪ ᒪᒥᐊᓐᓂᒃᑯᑦ ᐃᑲᔪᕈᑎᓄᑦ. ᓂᕆᐅᑉᐳᖓ ᖃᐅᔨᒋᐊᖅ ᐊᒻᒪ ᐱᓇᓱᖃᑎᖃᕆᐊᖅ ᐃᓕᑦᓯᓐᓂᒃ. ᑐᓐᖓᓇᑦᓯᐊᕋᒪ ᐅᖃᕐᕕᐅᑕᐃᓕᖏᓚᖓ ᐊᐱᖅᑯᑎᑦᓴᖃᕐᑐᖃᕐᐸᑦ.


  • ᐃᓕᓐᓂᐊᕇᕈᑎᖃᕐᓯᒪᕗᖓ BA,ᒥᒃ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᕐᒧᑦ ᓯᓚᑦᑐᕐᓴᕐᕕᐊᓂ ᑯᐸᐃᒃ ᒪᓐᑐᕆᐊᓪᒥ;  
  • ᐱᖃᕐᑐᖓᓗ ᓇᓗᓇᐃᒃᑯᑕᒥᒃ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᑕᐃᔭᐅᔪᓂᒃ “Formation de la personne”;
  • ᐃᓕᓐᓂᐊᕆᐊᓯᒻᒥᔪᖓ ᐱᔭᕇᕈᑎᑖᕈᑎᒋᓗᒍ (Master’s degree diploma) ᐃᓕᓂᐊᓂᕐᒥᒃ ᒥᐊᓂᕐᓯᓂᕐᒧᑦ ᓯᓚᑦᑐᕐᓴᕐᕕᐊᓂ ᒪᓐᑐᕆᐊᓪ;  
  • ᐊᒻᒪ ᐅᖃᓕᒪᒍᓐᓇᑐᖓ ᔅᐹᓂᔅᑎᑐᑦ ᐊᒻᒪ ᖃᓪᓗᓇᑎᑐᑦ ᐃᓕᓐᓂᐊᕆᕈᑎᒋᓯᒪᑦᓱᒋᑦ.


  • ᐱᓇᓱᐊᕐᓯᒪᕗᖓ ᐃᓕᓐᓂᐊᕕᒻᒥ ᑕᐃᒪᖓᓂᑦ 1990,ᓂᑦ 2006,ᒧᑦ. ᒪᒃᑯᑐᓂᒃ ᐃᓕᓴᐃᓯᒪᔪᖓ ᐃᓕᓐᓂᐊᓂᐅᑉ ᒥᒃᓵᓄᑦ ᐊᕐᕌᒍᓕᓐᓂᒃ 15,ᓂᑦ 17,ᓄᑦ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓅᓯᕐᒥᓂᒃ ᐊᒻᒪ ᐃᓕᓐᓂᐊᕆᐊᖅ;
  • ᑕᐃᒪᓗ, ᐊᕐᕌᒍᖃᕐᓱᖓ 28ᓂᒃ, ᐃᓇᖏᐅᑎᖃᑦᑕᓯᒪᔪᖓ ᐊᖓᔪᖅᑳᖓᓄᑦ ᐃᓕᓂᐊᕐᓂᐅᑉ ᐊᕐᕌᒍᓂ 2 ½,ᓂ, ᐊᒻᒪ ᑕᐃᓱᒪᓂ, ᐋᖅᑭᓱᐃᓯᒪᔪᖓ ᐃᓂᕐᑎᕆᓂᕐᒧᐊᖓᔪᓂᒃ ᐃᓕᓴᕐᕕᓂ ᐃᓱᒪᓕᕆᔨᐅᓪᓗᖓ. 
  • ᑭᖑᓂᐊᓂᓗ, ᒥᐊᓂᕐᓯᔨᐅᒐᓱᐊᕐᓯᒪᖏᓐᓇᒪ, ᐃᓕᓴᕆᐊᓯᒃᑲᓂᓯᒪᔪᖓ;
  • ᑭᖑᓕᐹᒥ, ᐃᓕᓴᕐᕕᒥᑦᑐᖓ ᓱᓕ, ᐃᓇᖏᕐᑎᐅᑦᓱᖓ ᐃᓕᓐᓂᐊᕕᒻᒥ ᐊᖓᔪᖅᑳᒧᑦ, ᑭᓯᐊᓂ ᐊᓯᐊᓂ ᐊᒻᒪ ᓯᓚᕐᔪᐊᒥ ᐃᓕᓐᓂᐊᓂᓕᕆᓂᕐᒧᑦ;
  • ᑕᒪᑐᒪ ᑭᖑᓂᐊᒍᑦ, ᐊᓯᐊᓂᒃ ᐱᓇᓱᒐᕐᑖᕋᓱᐊᕐᓯᒪᔪᖓ ᐊᒻᒪ ᐊᖏᕐᑕᐅᓯᒪᓗᖓ ᐃᓕᓐᓂᐊᕐᑎᓂᒃ ᐃᑲᔪᕆᐊᖅ ᓯᓚᑦᑐᓴᕐᕕᒥ ᐊᒻᒪ ᑲᔪᓯᑦᓯᐊᓯᒪᓪᓗᑎᒃ ᑲᒪᒋᔭᒃᑲ ᑲᑎᕕᒻᒥ
  • ᐅᓪᓗᒥᓕ, ᐱᔭᕇᕐᓯᒪᓕᕐᑕᕋ ᐱᓇᓱᒐᕋ, ᐊᑯᓂᓂᑕᐅᒻᒪᑕ, ᐊᒻᒪ ᐱᓇᓱᖃᑎᖃᓕᕐᓱᖓ ᑲᑎᕕᒃ ᐃᓕᓐᓂᐊᓂᓕᕆᔨᖏᓐᓂᒃ ᑕᐃᒪᖓᓂ ᔭᓄᐊᕆᒥᑦ; ᑕᐃᒪᐃᒻᒪ ᐱᐅᒋᕙᓯ ᐊᒻᒪ ᐅᓪᓗᑕᒫᑦ ᐃᓕᓐᓂᐊᓚᖓᕗᒍᑦ ᐊᔾᔨᒌᖏᑐᓂᒃ.


ᐊᑕᖏᕐᓗᒋᑦ, ᑲᒪᕗᖓ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᕐᒥᒃ, ᐱᒻᒪᕆᐅᒻᒪᑦ ᐱᓇᓱᐊᖃᑎᒌᒋᐊᖃᓂᕗᑦ ᐊᒻᒪ ᐅᖃᖃᑎᒌᒋᐊᖃᓂᕗᑦ ᐃᓱᒪᓕᐅᕈᑕᐅᒋᐊᓕᓐᓄᑦ ᐊᔾᔨᒌᖏᑐᓂᒃ ᐱᔾᔪᑎᖃᑐᓂᒃ.

  • ᕿᓂᕐᓂᒧᑦ ᐃᑲᔪᕈᑎᑦᓴᓂᒃ ᐃᓕᓐᓂᐊᑐᓄᑦ ᐊᔪᕈᑎᖃᓱᑎᒃ (ᕿᒥᕐᕈᓂᒃᑯᑦ ᐊᒻᒪ ᐃᑲᔪᕈᑎᑦᓴᖃᓂᑯᑦ);
  • ᐋᖅᑭᑦᓱᐃᒋᐊᖅ ᐃᑲᔪᑲᓂᕈᑎᑦᓴᓂᒃ ᐃᓕᓐᓂᐊᑐᓄᑦ ᐊᔪᕈᑎᖃᕐᓱᑎᒃ;
  • ᑲᔪᖏᕐᓱᐃᒍᑎᓂᒃ ᐊᓪᓚᓂᕐᒧᑦ ᐱᒻᒪᕆᐅᔪᓂᒃ ᐃᑲᔪᕈᑎᒃᓴᓂᒃ ᓴᖅᑕᐅᒪᔪᓂᒃ ᐃᓕᓐᓂᐊᓂᓕᕆᔨᓄᑦ;
  • ᐊᑐᕆᐊᖅ ᓯᕗᓪᓕᐹᒥ ᓱᕈᓯᐊᐱᓐᓄᑦ ᐃᑲᕈᑎᑦᓴᓂᒃ ᑮᓇᐅᔭᓂᒃ;
  • ᐃᑲᔪᕐᓂᖅ ᐃᓕᓐᓂᐊᑎᑦᓯᔨᓂᒃ ᐊᒻᒪ ᐊᖓᔪᖅᑳᖓᓂᒃ ᐃᓕᓴᕐᕕᓂ ᓱᕈᓯᕐᓄᑦ ᐃᑲᔪᕐᑕᐅᒋᐊᓕᓐᓄᑦ;
  • ᐊᑐᐃᓐᓇᕈᕐᑎᑦᓯᒋᐊᖅ ᑐᑭᓯᒋᐊᕐᕕᓴᓂᒃ ᐃᓕᓴᐃᔨᑦ ᐊᖓᔪᖅᑳᖓᓄᑦ ᐊᒻᒪ ᐃᓕᓴᐃᔨᓄᑦ ᐱᔾᔪᑎᖃᕐᑐᓄᑦ ᒪᓕᒐᕐᓂᒃ ᐊᒻᒪ ᐊᑐᕆᐊᓕᓐᓂᒃ ᐃᓕᓂᐊᓂᓕᕆᓂᕐᒧᑦ ᑲᑎᒪᔨᓄᑦ ᐃᓕᓴᕐᓂᓕᕆᓂᖅ ᐱᔾᔪᑎᒋᓪᓗᒍ;
  • ᐃᓕᓴᐃᓂᖅ ᐃᖅᑲᓇᐃᔭᕐᑎᓂᒃ ᑲᒪᒋᔭᒃᑲ, ᐊᒻᒪ ᐃᓕᓴᐃᓂᕐᒧᑦ ᐊᔪᕈᑎᖃᕐᑐᓄᑦ ᐅᕝᕙᓘᓐᓃᑦ ᐊᓯᖏᓐᓂᒃ ᐃᖅᑲᓇᐃᔭᕐᑎᓂᒃ ᐃᑲᔪᕐᓂᑯᑦ ᐊᔪᕈᑎᖃᕐᑐᓄᑦ ᐃᓕᓴᐅᑎᓕᐅᕐᓂᒃᑯᑦ;
  • ᐊᑐᓕᕐᑕᐅᑎᑦᓯᓂᖅ ᖃᕆᑕᐅᔭᒃᑯᑦ ᐃᓕᓐᓂᐊᕈᑏᑦ ᒥᒃᓵᓄᑦ ᐅᕗᓇ Dash;
  • ᐋᖅᑭᓱᐃᓂᖅ ᓄᓇᒧᑦ ᐊᐅᓪᓚᖃᑦᑕᕋᔭᕐᓂᒥᒃ ᐃᓕᓐᓂᐊᕕᓐᓂ ᑕᒪᐃᓐᓂ;
  • ᓂᐅᕕᕆᐊᐊᖅ ᐊᒻᒪ ᐋᖅᑭᐅᒪᑎᑦᓯᓂᖅ ᑐᓵᖑᓐᓇᖏᑦᑐᓄᑦ ᑲᒃᑲᓛᓄᑦ ᐃᑲᔪᕐᑕᐅᒍᑎᑦᓴᓂᒃ ᖃᓪᓗᓈᑦ ᓄᓇᖓᓂᖔᑐᓂᒃ;
  • ᐱᓇᓱᖃᑎᖃᓂᑯᑦ ᓯᓚᕐᔪᐊᒥ ᑲᒪᔨᓂᒃ ᑐᓵᑦᓯᐊᖏᑦᑐᓄᑦ ᑐᓴᒍᑎᓂᔭᕆᒥᒃᑯᑦ; 
  • ᐋᖅᑭᓱᐃᓂᖅ ᐊᒻᒪ ᒥᐊᓂᕐᓯᓂᖅ ᐃᓕᓐᓂᐊᓂᕐᒧᑦ ᑮᓇᐅᔭᐃᑦ ᐸᕐᓇᑕᐅᕙᓐᓂᖏᓐᓂᒃ;

ᑐᓴᕆᐊᓪᓚᒍᒪᒍᑦᓯ ᑐᑭᓯᒋᕐᕕᓴᓂᒃ ᐃᓱᒫᓗᒍᑎᖃᓂᒧᑦ ᐱᓇᓱᒐᑦᓴᓂᒃ ᐅᕝᕙᓘᓐᓃᑦ ᐊᐱᖅᑯᑎᑦᓴᖃᑐᖃᕐᐸᑦ, ᐅᖃᕐᕕᐅᑕᐃᓕᖏᓚᖓ. Stephane.plante@kativik.qc.ca, 819 964-1136.

ᑲᑐᕆᓐ ᐳᕐᓇᔅ, Catherine Burns – ᐃᓕᓐᓂᐊᓂᓕᕆᓂᕐᒧᑦ ᐃᑲᔪᕐᑎ – ᖃᓪᓗᓈᑎᑐᑦ ᐅᖃᐅᑎᕐᒥᒃ ᐃᓕᓴᐃᓂᖅ ✉️

  • ᑲᑐᕆᓐ ᐃᑲᔪᕐᐸᑐᖅ ᐃᓕᓐᓂᐊᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᖃᓪᓗᓈᑎᑐᑦ;
  • ᐱᓇᓱᖃᑎᖃᕐᐸᑐᖅ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓕᓴᐃᔨᓂᒃ ᐃᓕᓴᕐᕕᓂ ᓇᓗᓇᐃᔭᑦᓱᑎᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓕᓴᕐᓂᑯᑦ;
  • ᐊᒻᒪᓗ ᐃᓕᓴᐃᒍᐃᓕᐅᕐᓲᖅ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓕᓴᐃᔨᓄᑦ;

ᒧᕇ-ᔫᓕ ᒃᓘᑦ, Marie-Zulie Claude – ᐃᑲᔪᕐᑎ ᐅᖃᓕᒪᓂᒃᑯᑦ ᐃᓕᓐᓂᐊᓂᕐᒧᑦ – ᐃᓕᓐᓂᐊᓯᒪᓪᓗᓂᓗ ᐅᐃᒍᐃᑎᑐᑦ ✉️

  • ᒧᕇ-ᔫᓕ, Marie-Zulie ᐱᓇᓱᖃᑎᖃᑦᓯᐊᕐᐸᑐᖅ ᐃᓕᓴᕐᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᖃᕐᑐᓂᒃ ᐃᓕᓐᓂᐊᕆᐊᖅ ᐅᐃᒍᐃᑎᑐᑦ;
  • ᐱᓇᓱᖃᑎᖃᓲᖅ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓕᓴᐃᔨᓄᑦ ᐃᓕᓴᕐᕕᓂ ᓇᓗᓇᐃᔭᑦᓱᑎᒃ ᐃᓕᓐᓂᐊᑏᑦ ᐊᕐᓱᕈᕈᑎᖏᓐᓂᒃ, ᐊᒻᒪ ᐊᑐᓕᖁᔨᕗᖔᕈᑎᓂᒃ ᐋᖅᑭᑦᓱᐃᑦᓱᑎᒃ.

ᔨᐊᓯ ᒃᓘᓇᔅ, Jessie Clunas – ᐃᓕᓂᐊᓂᓕᕆᓂᕐᒧᑦ ᐃᑲᔪᕐᑎ ᐅᖃᓕᒪᓂᒃᑯᑦ – ᐃᓕᓐᓂᐊᕐᑎᑦᓯᔨ ᖃᓪᓗᓛᑎᑐᑦ ✉️

  • ᔨᐊᓯ ᐱᓇᓱᖃᑎᖃᑦᓯᐊᐸᑦᑐᖅ ᐃᓕᓴᕐᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓕᓴᕆᐊᖅ ᐃᓄᑦᑎᑐᑦ ᐅᖃᐅᓯᒃᒥᒃ;
  • ᐊᒻᒪᓗ, ᖃᐅᔨᓴᓲᖅ ᐃᓕᓐᓂᐊᑐᑦ ᐊᕐᓱᕈᕈᑎᖏᓐᓂᒃ ᐃᓕᓴᕐᓂᑯᑦ;
  • ᐊᒻᒪᓗ ᑲᒪᔨᐅᔪᖅ ᐃᓕᓴᐃᓂᕐᒥᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓄᑦ ᐃᓕᓴᐃᔨᓄᑦ ᐊᒻᒪ ᑲᑎᒪᖃᑕᐅᕙᑦᑐᖅ ᐊᒥᓱᓄᑦ ᓄᓇᓕᓐᓄᑦ (ᐃᓕᓴᓕᓵᕐᑐᓄᑦ, ᓇᓗᓇᐃᔭᐃᓂᑯᓗ ᐃᓕᓴᓕᓵᕐᑐᑦ ᓇᓂ ᐃᓕᓐᓂᐊᕋᔭᕐᓂᖏᓐᓂᒃ, ᐃᓕᖅᑯᓯᓕᕆᓂᒃᑯᑦ ᐃᑲᔪᕈᑎᑦᓴᓂᒃ ᐃᓕᓴᐃᓂᕐᒧᑦ, ᐊᒻᒪ ᐊᓯᖏᑦ).

ᑲᑐᕆᓐ ᑎᓐᔅ, Catherine Dench – ᐅᖃᓕᒪᒋᐅᕐᓴᓂᕐᒧᑦ ᐃᑲᔪᕐᑎᒻᒪᕆᒃ  ᐃᓕᓐᓂᐊᕐᓯᒪᔪᖅ ✉️

  • ᑲᑐᕆᓐ ᐱᓇᓱᐊᖃᑎᖃᓲᖅ ᐃᓕᓴᕐᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐅᖃᓕᒪᒋᐊᖅ. ᐃᑲᔪᓗᐊᕐᒥᔪᖅ, ᕿᒥᕐᕈᒋᐊᖅ ᓄᓇᓕᓐᓂ  ᖃᐅᔨᒪᔭᐅᔪᓂᒃ ᐊᒻᒪ ᐊᑐᓕᖁᔨᒍᖔᕈᑎᓕᐅᒋᐅᖅ ᐱᓇᓱᐊᕐᑎᓄᑦ. ᐊᒻᒪ ᐃᑲᔪᕐᐸᒥᔪᕈᑎᓕᐅᕐᓂᒃᒧᑦ;
  • ᐋᖅᑭᓱᐃᕙᑦᑐᖅ ᖃᐅᔨᓴᕐᓂᒧᑦ ᐱᓇᓱᐊᕈᑎᑦᓴᓂᒃ ᐊᑐᕐᒍᓐᓇᑐᓂᒃ ᐃᓕᖅᑯᓯᖓᒍᑦ ᐊᒻᒪ ᐅᖃᐅᓯᐊᒍᑦ ᐃᓄᐃᑦ;
  • ᐊᕕᒃᑐᓯᒪᓂᖏᒍᑦ ᓄᓇᓖᑦ ᐃᓕᓐᓂᐊᕈᑎᓂᒃ ᐊᑐᕐᓗᓂ, ᐅᖃᖃᑎᖃᕋᔭᕐᑐᖅ ᐃᓕᓐᓂᐊᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ, ᐱᓕᐊᕐᑐᒥᒃ ᑐᓴᐅᒪᖃᑎᖃᓂᑯᑦ ᐃᑲᔪᕐᑎᒪᕆᓐᓂᒃ ᖃᓪᓗᓈᑦ ᓄᓇᖓᓂᑦ.

ᕈᓯ ᐃᑦᑐᒃ – ᐊᕕᑦᑐᓯᒪᔪᓂ ᓄᓇᓕᓐᓂ ᐃᓕᓐᓂᐊᓂᓕᕆᔨᒃ ✉️

  • ᕈᓯ ᐱᓇᓱᐊᕐᓯᒪᔪᒻᒪᕆᒃ ᐃᓄᐃᑦ ᑲᒃᑲᓛᖏᑕ ᐱᐅᓯᖏᓐᓄᑦ, ᑎᒥᒃᑯᑦ ᐱᕈᖅᐸᓪᓕᐊᓂᒃᑯᑦ ᐊᑲᐅᖏᓕᐅᑎᓕᓐᓂᒃ, ᐱᕈᑦᓯᐊᖏᑦᑐᓄᓪᓗ, ᐊᒻᒪ ᓯᓚᑐᓂᒃᑯᑦ ᐃᓕᓴᐃᓂᕐᒥᒃ;
  • ᓱᓕᒃᑲᓂᖅ, ᐃᑲᔪᕐᓯᕙᑦᑐᖅ ᐃᑲᔪᕐᑕᐅᒍᒪᔪᓂᒃ ᑭᓇᑐᐃᓐᓇᒥᒃ ᐃᓕᓴᕐᑐᓄᑦ ᐃᑲᔪᕐᑕᐅᒋᐊᖃᑲᓂᕐᑐᓄᑦ;
  • ᐅᖃᓕᒪᓂᕐᒧᑦ ᐃᑲᔪᕐᑎᒪᕆᒃ, ᐅᖃᓕᒪᖃᑎᖃᕐᐸᓱᓂᓗ ᐃᓕᓐᓂᐊᑐᓂᒃ ᐊᕐᓱᕈᕈᑎᖃᓂᓴᓂᒃ.

ᑳᓚᐃ ᕈᐃ, Caroline Roy – ᐊᖕᑲᕙᒥ ᐃᓱᒪᓕᕆᓂᕐᒧᑦ ᓘᑦᑖᖅ ✉️

  • ᑲᓚᐃ ᐱᓇᓱᐊᖃᑎᖃᕐᐸᑐᖅ ᐃᓕᓐᓂᐊᑎᓂᒃ ᐊᕐᓱᕈᕈᑎᓕᓐᓂᒃ ᐃᓱᒪᒃᑯᖅ;
  • ᐊᒻᒪᓗ, ᑲᑎᖃᑎᖃᓲᖅ ᐃᓕᓴᕐᑎᑦ ᐃᓕᓐᓂᐊᓂᖏᓐᓂᒃ ᐊᒻᒪ ᐸᕐᓇᐃᕙᑦᓱᓂ ᐃᑲᔪᕈᑎᑦᓴᓂᒃ, ᐃᑲᔪᕈᑎᑦᓴᓂᓪᓗ ᕿᓂᐸᑦᓱᓂ,  ᐊᑐᓕᖁᔨᕗᖔᕈᑎᑎᒍᑦ ᐃᑲᔪᕐᐸᑦᓱᓂ ᐃᓕᓐᓂᐊᕕᓐᓂ ᐱᓇᓱᑦᑎᓂᒃ. ᐃᑲᔪᕐᐸᓱᓂᓗ ᐃᓕᓐᓂᐊᑎᓂᒃ ᐅᖃᖃᑎᖃᓂᑯᑦ ᐊᒻᒪ ᐃᓕᓐᓂᐊᖃᑕᐅᕙᑦᑐᖅ ᐃᓕᓴᐃᔨᑦ ᐸᕐᓇᐃᓂᖏᓐᓄᑦ.


The Special Education folder, available on SharePoint, contains the following documents:

  • Student referral procedure
  • Role of the Special Education teacher at KI
  • Special Education Committee
  • KI Reference Interne Appendix A
  • Individualized Education Plan

3. Psychosocial

In the psychosocial sector, students who may be affected by social and community challenges can find support from our specialized team. Our team consists of student support professionals, local student counselors and behavior technicians.


Jasmine John ✉️
Assistant Director for Psychosocial Sector, Complementary and Compassionate Services.

My name is Jasmine John and I’m the Assistant Director for the Psychosocial Sector of Complementary and Compassionate Services at Kativik IIisarniliriniq. First, I want to let everyone know that it’s a great honor to be able to have the opportunity and privilege to be working with such a wonderful culture on your land.

My studies

  • I have a Diploma of College Studies (DEC) in Special Care Counselling from Vanier College
  • I have a BA in Social Work from Mc Gill University
  • I have a Minor in Women’s Studies from Mc Gill University

My professional background

  • I have been working in Nunavik since 2014. I started in the beautiful village of Kangiqsujuaq as a youth protection worker
  • In 2016 I started working at Kativik School Board now known as Kativik IIisarniliriniq as a Student Support Professional (SSP) in Aupaluk and Tasiujaq
  • In 2017 I started working as the supervisor for all the SSPs and had the responsibility to travel to help manage crisis response in all 14 communities
  • In 2018 I became the Coordinator of Complementary Services at Kativik IIisarniliriniq
  • In 2019 until now I’m the Assistant Director for the Psychosocial Sector of the Complementary and Compassionate Services at Kativik IIisarniliriniq

My responsibilities

Overall, I’m in charge of the Psychosocial Sector for Kativik IIisarniliriniq, with the direction of Tunu Napartuk and with a great team we work together to help meet the needs of students who face behavioral, emotional and academic stressors.

  • To manage the crisis team to help meet the needs of all students;
  • To collaborate with the external partners on crisis intervention;
  • To establish and manage our department budget;
  • To ensure trainings are given to the crisis team;
  • To supervise the Coordinator, Student Support Professionals, Regional Student Counsellors, Student Counsellors and Behavior Technicians;
  • To attended Commissioners’ meetings and present reports on crisis response;

Others relevant trainings

  • Best practices in suicide intervention- Nunavik version;
  • Certified in crisis response planning, walking through grief -helping others deal with loss, Brief Focused Counselling Skills, Fetal Alcohol Spectrum Disorder and Trauma -Strategies for Resolving the Impacts of Post-Traumatic Stress from the Crisis & Trauma Resource Institute;
  • Legal Aspect of Family Centered Child protection GPJ-1;
  • Mediation Approach in the field of Youth Protection GPJ-3;
  • Training in Addiction for Frontline Workers in Nunavik;
  • Is a member of the order for Order des travailleurs sociaux et des thérapeutes conjugaux et familiaux du Québec since 2014;

If you want any other information concerning my responsibilities and role please feel free to contact me by email or by phone at 1 819 964-1136 ext: 252.

Student Support Professionals

Sapina Snowball

My name is Sapina Snowball.  I am a Student Support Professional at Ulluriaq School in Kangiqsualujjuaq.

Sidara Ahmad

My name is Sidara Ahmad, I was born and raised in Montreal. Educational background in Social Work.

Laurent Vachon Roy

I am a philosophy teacher at Cégep de l’Outaouais and in prison where I have developed an interest in the question of trauma informed teaching.

Robert Levy Powell

Ingrid Murphy

Melly-Jade Poulin

I graduated as a Psychoeducator in 2018 and work in Kangirsuk as a SSP since then.

Eve Galarneau

Hey, I’m Eve! I’m a student support professional in Salluit! You can see me in both Ikusik and Pigiurvik school.

Clémence Couture

Unconditional lover of nature and relationships.

Paige Sebastiani

I have a Social Service and Early Childhood Education diploma. I enjoy camping, hiking, and baking.

Alanah Heffez

I hold an MSW with a focus on Indigenous Trauma and Resiliency. I have worked in the Health and Education sectors in Nunavik and Eeyou Istchee since 2008.

Other Staff

Hyungu Kang
Anti-Bullying Pedagogical Counsellor, Kangirsuk

Lucina Gordon
CCS Coordinator, Kuujjuaq

My name is Lucina Gordon and I was born and raised in Kuujjuaq. I currently work as a healthy schools coordinator in the complementary and compassionate services department. I enjoy being out on the land with family and friends.

Laura McKeeman ✉️
Coordinator of Psychosocial Sector, Kuujjuaq


Access the SharePoint folder to access the following documents.

  • Crisis Intervention Protocol
  • Frequently Asked Questions
  • Grief Information Document

4. Compassionate Schools

Our Mission

The Compassionate Schools approach raises awareness of the impact of trauma on learning and supports the collaboration of the schools and communities in fostering resilience, well‐being, and success in students and staff.

Guiding Principles

    – Impact of trauma on learning
    – Trauma-informed care (Compassionate lens)
    – Non-violent interventions
    – Classroom management practices
    – Positive behavioural interventions and supports (PBIS)
    – Active supervision
    – Restoratives Pratices
    – Non violent communication (CNV)
    – Self- regulation
    – Mindfulness – Tranformation life skills
    – Self-care
    – Sensory tools
    – Calm zones

Our team’s objective is to make your daily school life easier and to support you in your efforts to offer a quality learning experience to your students. Therefore, whatever your needs or questions may be, it would be a pleasure for us to respond. Have a wonderful year!


Alyssa Turpin-Samson ✉️
Compassionate Schools Education Consultant 

After obtaining a bachelor’s degree in psychology, Alyssa Turpin-Samson got her master degree in psychopedagy at Université de Montréal. She is currently doing her PhD degree  in psychopedagogy. Throughout her career, she acquired an expertise in grief and trauma, school experience and teacher-student relationship with indigenous and immigrant students. She works in a systemic and transcultural approach to provide interventions that are adapted to the school context and the psychosocial reality of Nunavik.

Catherine Hallé ✉️
Compassionate Schools Education Consultant 

After completing a bachelors’ degree in education, Catherine joined, in 2014, Kativik Ilisarniliriniq as a secondary teacher at Iguarsivik school, in the beautiful community of Puvirnituq. Passionate about children’ social and emotional development, she launched the nurture group there in collaboration with a teacher colleague and continue teaching this class for two years. Eager to help as many students as possible, Catherine became a Compassionate Schools Education Consultant for four schools across Nunavik. Her work is oriented towards the well-being and success of children by fostering relationships and partnerships between schools and communities. Mother of a one-year-old boy, Catherine enjoys spending time in the land with her family and friends as well as traveling and discovering the world and its cultures.


5. Video

Please watch this video prior to your live session.

ᐊᐱᕐᓲᑎᑦᓴᖃᕈᕕᑦ ᐅᖃᐅᓯᑦᓴᖃᕈᕕᓪᓘᓃᑦ, ᖃᐅᔨᓴᕐᕕᒋᑎᒍ.