The ISSP & Pathways Commission Report - Government of ...

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AcknowledgementsThe Commission would like to thank the parents and teachers who spokewith such passion and great candour on their experiences with these models.The Commission recognized and was impressed by the commitment thatparents and teachers have made for effectively identifying and responding tothe needs of students.The Commission also extends appreciation to the members of the AdvisoryCommittee who matched this passionate commitment to enhancing theprovision of support services, and who guided the Commissioners in strivingfor excellence.The Commission offers personal thanks to the staff, hired and assigned, whospent long hours organizing the inquiries, gathering and recording data,analyzing results and contributing to this report. Of particular note are KerryPope, Cecilia Hickey-Converse, Carolann Pollett, Stephan Barnes and MarkCrocker. A thank you, as well, to Dr. Bert Tulk, who assisted with earlyinterpretation of this data and the writing of the initial draft.Finally, the Commission wishes to thank our families - - for their untoldsupport, continuous encouragement and their patient understanding.Focusing on Students:A Report of the ISSP & Pathways Commission8
1.0 Background1.1 Executive SummaryThe ISSP and Pathways models remain the subject of controversy a full decadeafter their implementation. While progress has been made in advancing oursociety, our schools and our classrooms along the road to inclusion, nonethelesslessons remain to be learned. Against the backdrop of reviewing the specialeducation experience of the past ten years, this Commission was given the task ofidentifying challenges faced by the models and putting forth recommendations toaddress such challenges. (See Appendix A).It is important to realize, however, that even a cursory glance at the literature onthe provision of services for children with unique needs yields a clear message: thehistory of special education in our province is a reflection of emergent global trends,and the current struggles facing education are indeed global struggles (Philpott,2002). In fact, the province enjoys a history of services that has been characterizedby commitment and dedication, with strong home-school alliances and systems ofcare that have garnered national recognition (Philpott & Dibbon, 2007).The Commission sought to gather information on both this evolution of care forchildren requiring special education, and the current ISSP and Pathways models.Extensive public consultations and submissions, surveys and cross-jurisdictionalanalyses, and a commissioned review of the literature have yielded rich data.Notwithstanding the fact that education, like any system, has endured its share ofgrowing pains, the messages and lessons discerned by the Commission wereenlightening and direction-setting.Focusing on Students:A Report of the ISSP & Pathways Commission9
Page 2 and 3: Government of Newfoundland and Labr
Page 4 and 5: Bernice LangdonCommissionerBill Som
Page 6 and 7: 3.11. “At-risk” students 653.12
Page 8 and 9: een developed and implemented withi
Page 12 and 13: These recommendations evolved direc
Page 14 and 15: of Education pursue certain recomme
Page 16 and 17: 1.3 Advisory CommitteeAn advisory c
Page 19 and 20: Principle 4:The Commission’s data
Page 21 and 22: An exceptionally high rate of retur
Page 23 and 24: • The current model focuses on de
Page 25 and 26: design and structure of curriculum.
Page 27 and 28: Services to Children and Youth. As
Page 29 and 30: When a child/youth is identified as
Page 31 and 32: • Pathway Two: The provincially p
Page 33 and 34: 3.0 Key Findings and Recommendation
Page 35 and 36: The Commission notes that the Labra
Page 37 and 38: Therefore, the Commission recommend
Page 39 and 40: 3.3 Educational Record-keepingThis
Page 41 and 42: Table 3:Provincial distribution of
Page 43 and 44: Given earlier findings on the accur
Page 45 and 46: Table 6: Provincial distribution of
Page 47 and 48: out of the system. One area of part
Page 49 and 50: • Where there is more than one pr
Page 51 and 52: Adding to this frustration is recog
Page 53 and 54: Table 10: Communications regarding
Page 55 and 56: Recommendation 10the department hea
Page 57 and 58: Recommendation 13the Department of
Page 59 and 60: 3.9 Behavioural analysis and suppor
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Even a cursory glance at the litera
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assessments. It indicates that 44.3
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Recommendation 21the Department of
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A pan-Canadian review revealed that
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Table 14: Exceptionally Able Learne
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Nova Scotia articulates its approac
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increased emphasis on mathematics a
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The Commission’s pan-Canadian rev
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French being the dominant language
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Manitoba Education has a similar ap
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3.16 Support for ParentsThe Commiss
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Table 15:Numbers of parents who rec
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parents. Jurisdictions are increasi
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Concern for the absence of an effec
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3.18.2 Teacher AssistantsCurrently
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assistants (job titles vary among p
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Page 98:
Table 17: Attitudes of classroom te
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equivalent certification (italics a
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Table 20: Academic Qualifications:P
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While implementing these recommenda
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In this light, and combined with pr
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Table 23: Guidance counsellorsRespo
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3.19 Professional DevelopmentGiven
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Table 25: Teachers-identified in-se
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Recommendation 74regular “refresh
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too many parents and educators alik
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and continued reason for NL to rema
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Government of Manitoba (2004). Work
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Roberts, C. and Lazure, M. (1970).
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Recommendation 9the department head
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needs related to the Model for the
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Newfoundland and LabradorAssociatio
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Visit to Labrador DistrictNovember
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Visit to Eastern DistrictNovember 1
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Visit to Conseil Scolaire Francopho
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Table 1: The Stratified SampleSchoo
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Table 2: Response RateStatus Freque
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Data AnalysisAt the completion of t
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TEACHER SURVEYSection 1(To be compl
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5. (a) Please indicate the number o
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8. (c) Please indicate the average
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16. On average, how long are you wa
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33. Some students are “falling th
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54. Speech Language Pathologists as
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APPENDIX E:List of SubmissionsAnder
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Langdon, TrentBishop, DavidNewfound
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APPENDIX F:Key InformantsAnthony, J
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Ferguson, TammyFerris, MaryFitzpatr
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Humphries, AnneKean-Dobbin, Claudin
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Palmer, Dr. BarbaraParsons, RobertP
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Sarkany-Coles, GailSheppard, FaronS
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White, PerryWindeler, HenryPrincipa
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Evolution of special educationA rev
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out of this report that would go on
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In the early 1970’s, this parenta
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with provisions for joint planning,
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attended to in separate classrooms
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against the parents of the rest of
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ising wind of change that would swe
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done. The curriculum guides outline
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education and bridging “the divid
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where the benefits will extend to a
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egular classroom when the choice cl
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parents in the planning process for
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Tables 2 & 3 (see end of this docum
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knowledge as to their needs. Subseq
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a lack of practical supports in the
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and resulting frustration among all
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negate blame and validate the strug
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Table 1: Enrolment and Teacher Allo
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Table 3: Categorical AllocationsExc
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graduation: A handbook for all teac
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Maich, K. (2002). When pathways cro
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Skrtic, T. M. (1995). The special e
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APPENDIX H:Inter-Ministerial Protoc
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4. Services should be organized to
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- Support ongoing professional deve
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2. The ISSP is a process with a pre
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. child's level of development indi
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13. The ISSP Manager will be respon
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Appendix J:Child Youth ProfilesMode
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CategoryPhysicalNeed (check allappl
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CategoryTechnologyProgramNeed (chec
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