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

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These recommendations evolved directly out of the data collected and are voiced inan effort to identify and respond to the issues that surfaced as the study unfolded.Through constant comparison with the Commission’s Terms of Reference, aconscious effort was made to present recommendations whose acceptance andimplementation would improve the delivery of services for children with uniqueneeds.The Commission presents eight essential findings and outlines a series ofrecommendations to begin the process of addressing them. These main findingsinclude:• The Model for the Coordination of Services to Children and Youth was foundto be problematic in several areas, notably: unrealistic demands onpersonnel; excessive meetings and documentation; unnecessary procedures;and a pronounced lack of commitment from other government agencies,specifically Justice, Health and Community Services, as well as HumanResources, Labour and Employment.• There is significant diversity in levels of knowledge about ISSPs andPathways among all participants. This diversity stems directly from apronounced lack of training for both teachers and parents in either approach.The Commission further notes inconsistent training and differentinterpretations of both models.• There exists what the Commission would call, a “crisis of knowledge andleadership” in the area of special education. The vast majority of classroomteachers still have no training in the area of accommodating exceptionalities,while a significant number of special education teachers have not completedFocusing on Students:A Report of the ISSP & Pathways Commission10
minimal qualifications, yet hold permanent contracts. This absence ofknowledge extends as well to those charged with leadership: guidancecounsellors and educational psychologists have little or no training inexceptionalities and/or differentiating instruction.• There is a critical need for meaningful and substantive participation byparents in the education of their children. Parents report feeling powerlessand marginalized in the current models.• While there is consensus that both the ISSP and Pathways models arepedagogically sound, their implementation and interpretation have lost focusof the model’s intention.• Special education continues to be managed by a centralized model of powerand decision-making while stakeholders are calling for pragmatic supports atthe classroom level. Interventions and resources need to be directed towhere the students actually are.• There are no existing systemic mechanisms to permit effective data-gathering and monitoring of programs and services for children.• Several “low incidence” issues, such as Francophone schools, alternateeducational settings, curriculum development, gifted education, and, at- riskstudents (particularly aboriginal children), warrant immediate attention.It is important to note that although the Model for the Coordination of Services toChildren and Youth represents an interdepartmental protocol, this Commission’srecommendations have been directed to the Minister of Education. The Commissionrecognizes that this interdepartmental relationship will require that the DepartmentFocusing on Students:A Report of the ISSP & Pathways Commission11
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 10 and 11: AcknowledgementsThe Commission woul
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
Page 61 and 62: 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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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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