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

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While implementing these recommendations will help address the issue of newteachers, being hired without the training, additional steps must be made toencourage current teachers employed in special education to complete their degreeprograms. The Commission acknowledges that these people are under unioncontracts. Again, the Commission looks to the NLTA, within a concept ofprofessional commitment to students, to provide leadership with this issue. Thechildren of this province deserve nothing less.Subsequently, the Commission further recommends thatRecommendation 64the Department of Education, the NLTA and school districtsexplore ways to encourage existing unqualified personnel toobtain a special education degree.3.18.5 Guidance Counsellors and PsychologistsFinally, the Commission heard concern for the training and qualifications of theprovince’s guidance counsellors and psychologists, both of whom tend to leadspecial education. This report has already commented on concerns specific toassessment, and suitable recommendations have been outlined. The Commissionnow turns its attention to the broader duties of the system’s counsellors andpsychologists.According to Special Education Policy 29.4, guidance counsellors are required tohave a graduate degree with a major in:Focusing on Students:A Report of the ISSP & Pathways Commission104
• guidance and counselling; or• educational psychology; or• an equivalent course of study at the graduate level.At present, guidance counsellors are not compelled to complete any courses inassessment or exceptionalities in fulfilling their graduate degree requirements.Most guidance counsellors have taken, at most, one elective course in assessment,which is usually required by school districts for employment. Likewise, many ofthese guidance counsellors may not have completed undergraduate courses inexceptionalities (other than one prerequisite course for applying to the graduateprogram) since that wasn’t a requirement of their education degree. Despite this,the Commission was consistently informed that the duties of counsellors are beingconsumed by special education programming, including assessment. In fact, Table21 outlines that 82.4% of educators agree that the role of guidance counsellor hasdevolved to that of an “assessor”.Table 21: Role of guidance counsellorsResponseSurvey Question- The role of the guidancecounsellor has changed from that of a counsellor tothat of an assessor.Strongly Agree 49.3%Somewhat Agree 33.1%Somewhat Disagree 5.3%Strongly Disagree 3.0%Not Applicable 9.3%Note: Survey results represent responses reported by all educators across all school districts.Focusing on Students:A Report of the ISSP & Pathways Commission105
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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
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Adding to this frustration is recog
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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 and 102: equivalent certification (italics a
Page 103: Table 20: Academic Qualifications:P
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
Page 152 and 153: TEACHER SURVEYSection 1(To be compl
Page 154 and 155: 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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