2026 Inclusive Teacher of the Year: Dean Armstrong of Saskatchewan Distance Learning Centre

June 25, 2026

Inclusion Saskatchewan is pleased to present the 2026 Inclusive Teacher of the Year award to Dean Armstrong of Saskatchewan Distance Learning Centre. This award recognizes an educator whose leadership, advocacy, and daily practice reflect a deep commitment to inclusive education and to the belief that every student deserves to belong.

Dean Armstrong is a passionate and courageous advocate for students. Dean’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.

Dean 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, Dean 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.

Dean 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, Dean 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.”

Dean’s work reminds us that inclusive education is not simply about access to a classroom — it is about dignity, voice, creativity, and belonging.