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and continued reason for NL to remain proud of its history of excellence ineducation.Focusing on Students:A Report of the ISSP & Pathways Commission120
5.0 ReferencesAlberta Learning (2003). The Learning Team: A Handbook for Parents ofChildren with Special Needs. Edmonton, AB: Author.Alberta Learning (2006) Programming for Students with Special Needs.Edmonton, AB: Author.British Columbia Ministry of Education (n.d.). Gifted Education – A ResourceGuide for Teachers. Retrieved from:http://www.bced.gov.bc.ca/specialed/gifted/strategies.htmCanning, P. (1996). Special Matters: The Report of the Review of SpecialEducation. St. John’s: Government of Newfoundland and Labrador.Danforth, S. (1999). Pragmatism and the scientific validation of professionalpractices in American special education. Disability & Society, 14(6), 733-751.Davis, G. and Rimm, S. (1994). Education of the Gifted and Talented. 3 rdedition. Toronto: Allyn and Bacon.Department of Education: NL (n.d.). On Special Education- A Perspective.St. John’s: Author.Department of Education: NL (2007). Draft Response to the StudentAssistant Allocation Review. St. Johns, NL: Author.Dibbon, D. (2004). It’s About Time: A Report on the Impact of Workload onTeachers and Students. St. John’s: Newfoundland and LabradorTeachers Association.Gallant, D. and Associates (2003). Formative Evaluation: Individual SupportServices Planning Process. Prepared for the Provincial IntegratedServices Management Team for the Coordination of Services toChildren and Youth.Government of Manitoba (2006). Appropriate Educational Programming inManitoba. Winnipeg, MB: Author.Focusing on Students:A Report of the ISSP & Pathways Commission121
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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
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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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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 96 and 97: Recommendation 54the Department of
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 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 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
Page 162 and 163: 54. Speech Language Pathologists as
Page 164 and 165: APPENDIX E:List of SubmissionsAnder
Page 166 and 167: Langdon, TrentBishop, DavidNewfound
Page 168 and 169: APPENDIX F:Key InformantsAnthony, J
Page 170 and 171: 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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