Reconciliation Ally - Rona Pelletier
- Marjorie D.L. Roden | June 20, 2023
When entering the Learning Disabilities of Saskatchewan (LDAS) Prince Albert branch, you will see a wall of nameplates engraved with individual names celebrating those who received their General Equivalency Degree for Grade 12 through their program.
Just to the right of the entrance sits Rona Pelletier, Regional Director for the LDAS Prince Albert branch. She is a coach, friend and, most importantly, an ally to all of her students.
Pelletier has had her own long educational journey and understands the role education plays in enriching the lives of students and their communities.
“I dropped out (of school) after grade 11 and then I upgraded when I was 24. I attempted university, and was told I couldn’t go in,” she shared. “I tried again, appealed it, and then I got in but I was on the kick-out list because my grades were so low, but then I figured it out.”
It was smooth sailing for Pelletier when she figured it out. She was nominated for the President’s Medal at the end of her degree.
While getting her bachelors’ degree in Social Work, Pelletier worked at the Weyerhauser in the pulp mill and, at the time, was the only female on that side out of about 140 staff.
When she finished school, Pelletier left Weyerhauser and started working in the school system as a social worker. She did that for 15 years before leaving to complete her master’s degree in social work.
After graduating, Pelletier worked at Ranch Ehrlo Society, and taught at First Nations University of Canada in the Indigenous Social Work program. Her career path then took her to SaskPolytech, where she worked as an educational counselor. However, one particular set of challenges kept presenting itself to her in her work.
“I did hear about disabilities, and I wanted to make (school) a little bit more accessible and promoted it little bit so those in our community could access some of our supports,” said Pelletier.
This led Pelletier to her current role today where she supports primarily Indigenous students in completing their education.
“If I’m not mistaken, we are 100% Indigenous students. Some have history with the residential school system, while others have dropped out because the way of learning (being presented in public school) was not conducive to their strengths or their way of learning.”
Despite barriers, such as having learning disability, ADHD, or mental health struggles – LDAS students are determined to succeed and are well supported by Rona and her team.
“My students have strength to overcome their barriers because they’re focused. That’s the best thing about my job, is to see them achieve what they worked so damned hard to achieve,” Pelletier says.