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

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Table 19: Academic qualifications-Full-time special education teaching unitsAcademicQualificationEasternDistrictNovaCentralDistrictWesternDistrictLabradorDistrictProvincialTotalTotal full-timespecial educationteaching units383 132 134 33 682With SpecialEducation degree260(67.9%)75(56.8%)63(47.0%)11(33.3%)409(60.0%)Without SpecialEducation degree123(32.1%)57(43.2%)71(53.0%)22(66.7%)273(40.0%)Source: Department of Education April 30, 2007Note: Full-time special education teaching units represent a combination of both categorical and noncategoricalteaching units.Table 19 also shows that there is diversity in training across the province. TheLabrador district, for instance, has 66.7% of its full-time special education teacherswithout required training. While the high number of untrained special educationteachers is, in itself disturbing, concern becomes heightened when we consider thatmany special education positions are actually part-time units. Schools candesignate a position as being part special education. The Commission identified thatthese positions range from less than 20% of a teacher’s day ascribed to specialeducation to more than 80% as special education. It is therefore, difficult toanalyse, identify or group these positions. Nonetheless, Table 20 does provide someindication of the training of these “part” units.Focusing on Students:A Report of the ISSP & Pathways Commission100
Table 20: Academic Qualifications:Part-time special education teaching unitsQuarterpositionHalf-timepositionThree-quartertime positionsTotal part-time specialeducation teaching unitsWithout Special Educationdegree30 156 5897.6% 65.3% 78%Source: Department of Education April 30, 2007The Commission heard that schools were increasingly assigning these “part” specialeducation positions to other part-time teaching units in an effort to create full-timepositions. For example, the Commission was told that if a school had a part-timecounsellor or administrator, that person would be assigned a “part” specialeducation position so as to create a full-time unit with flexibility in his/her schedule.Moreover, this practice is being condoned by district office personnel. TheCommission feels that special education is just that, a specialized profession, andthat the children of this province deserve competency among those providing care.In investigating reasons for this lack of special education training, the Commissionexplored Memorial University’s existing Special Education degree program. Itacknowledges that Memorial’s degree is the most course-intensive SpecialEducation degree in Canada, and that graduates are quickly hired by other regions.Each spring, a large recruitment fair is held in which school districts from otherprovinces attempt to recruit Memorial’s new graduates. The program allows eight ofthe required 12 courses to be completed in web-format, and students can transfer acourse from their first degree. Consequently, any special education teacher wouldFocusing on Students:A Report of the ISSP & Pathways Commission101
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Government of Newfoundland and Labr
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Bernice LangdonCommissionerBill Som
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3.11. “At-risk” students 653.12
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een developed and implemented withi
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AcknowledgementsThe Commission woul
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These recommendations evolved direc
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of Education pursue certain recomme
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1.3 Advisory CommitteeAn advisory c
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Principle 4:The Commission’s data
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An exceptionally high rate of retur
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• The current model focuses on de
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design and structure of curriculum.
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Services to Children and Youth. As
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When a child/youth is identified as
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• Pathway Two: The provincially p
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3.0 Key Findings and Recommendation
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The Commission notes that the Labra
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Therefore, the Commission recommend
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3.3 Educational Record-keepingThis
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Table 3:Provincial distribution of
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Given earlier findings on the accur
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Table 6: Provincial distribution of
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out of the system. One area of part
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• 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
Page 61 and 62: Even a cursory glance at the litera
Page 63 and 64: assessments. It indicates that 44.3
Page 69 and 70: A pan-Canadian review revealed that
Page 71 and 72: Table 14: Exceptionally Able Learne
Page 73 and 74: Nova Scotia articulates its approac
Page 75 and 76: increased emphasis on mathematics a
Page 77 and 78: The Commission’s pan-Canadian rev
Page 79 and 80: French being the dominant language
Page 81 and 82: Manitoba Education has a similar ap
Page 83 and 84: 3.16 Support for ParentsThe Commiss
Page 85 and 86: Table 15:Numbers of parents who rec
Page 87 and 88: parents. Jurisdictions are increasi
Page 90 and 91: Concern for the absence of an effec
Page 92 and 93: 3.18.2 Teacher AssistantsCurrently
Page 94 and 95: assistants (job titles vary among p
Page 98: Table 17: Attitudes of classroom te
Page 101: equivalent certification (italics a
Page 106 and 107: While implementing these recommenda
Page 108 and 109: In this light, and combined with pr
Page 111 and 112: Table 23: Guidance counsellorsRespo
Page 113 and 114: 3.19 Professional DevelopmentGiven
Page 115: Table 25: Teachers-identified in-se
Page 118 and 119: Recommendation 74regular “refresh
Page 120 and 121: too many parents and educators alik
Page 122 and 123: and continued reason for NL to rema
Page 124 and 125: Government of Manitoba (2004). Work
Page 126 and 127: Roberts, C. and Lazure, M. (1970).
Page 128 and 129: Recommendation 9the department head
Page 136 and 137: needs related to the Model for the
Page 138 and 139: Newfoundland and LabradorAssociatio
Page 140 and 141: Visit to Labrador DistrictNovember
Page 142 and 143: Visit to Eastern DistrictNovember 1
Page 144 and 145: Visit to Conseil Scolaire Francopho
Page 146 and 147: Table 1: The Stratified SampleSchoo
Page 148 and 149: Table 2: Response RateStatus Freque
Page 150 and 151: 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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