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

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The Commission was told of issues that have arisen, within the education system,out of the use of the title “psychologist”. The Board of Examiners in Psychologycontrols the title of “psychologist” and stipulates whom the Department ofEducation can hire. Subsequently, district offices expressed frustration withknowingly having to hire candidates into psychologist positions even though theyhad little to no background in education. Moreover, many districts reported havingto render these positions vacant, or to request permission that they be reclassifiedbecause a “registered psychologist” was not available. While the Commissionrecognizes that there is a role for psychologists in education, it heard significantreasons to observe that it is clearly not the role they are now providing.Therefore, the Commission recommends that:Recommendation 67the Department of Education review the roles and qualificationsof psychologists in the educational system.Recommendation 68the Department of Education require all people hired inleadership positions for special education have a minimum of aBachelor of Special Education degree.Recommendation 69the Department of Education, the NLTA and the school districtsestablish a working group to address the absence of trainingamong persons who hold current positions in leadership forspecial education.Focusing on Students:A Report of the ISSP & Pathways Commission110
3.19 Professional DevelopmentGiven that this pronounced absence of pre-service training in special education hascreated what the Commission would call “a crisis of knowledge and leadership”, theneed for post-service training must be emphasized. This call for enhancedprofessional development does not stem just from the findings of the Commissionbut were clearly named by educators themselves.Research has invariably shown that professional development can be an effectivecontributor to the teaching-learning process. Although there was a significant effortto incorporate a program of professional development in the initial period ofimplementation of the Model for the Coordination of Services to Children and Youth,such initiatives have not been continued, and are viewed as ineffective. Manyteachers report no training or in-service in either the ISSP or Pathways models, andthere is widespread misunderstanding of individual roles and responsibilitiesassociated with the models. Notwithstanding the numbers of educators whoreceived training during implementation or the fact of attrition in the teaching forcein general and in special education in particular, there is yet a great need toaddress inadequacies in teacher professional development.Table 24 explores the need for training, indicating that approximately 45.76% ofclassroom teachers, administrators, counsellors and special education teachersreport not having training in ISSPs, and 47.26% report no training in relation toPathways. The Commission, quite frankly, finds inexcusable the widespreadacknowledgement of lack of pre-service training in special education, as well as thepronounced lack of training among leaders in special education. While cognizant ofthe considerable investment of time and resources needed to be expended inremedying this situation, it is nonetheless imperative that action be taken.Focusing on Students:A Report of the ISSP & Pathways Commission111
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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
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Recommendation 10the department hea
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Recommendation 13the Department of
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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 65 and 66: Recommendation 21the Department of
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 106 and 107: While implementing these recommenda
Page 108 and 109: In this light, and combined with pr
Page 111: Table 23: Guidance counsellorsRespo
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
Page 156 and 157: 8. (c) Please indicate the average
Page 158 and 159: 16. On average, how long are you wa
Page 160 and 161: 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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