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

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Recommendation 43the Department of Education, in consultation with school districts, developpolicies to ensure that all consent has been fully informed and that educatorsunderstand their role in obtaining such consent.Recommendation 44the Department of Education make representation to the chairs of theRegional Integrated Service Management Teams and to the chair of theProvincial Integrated Service Management Team to provide ISSP training forparents.Recommendation 45ISSP training sessions for parents be publicized using local media,government websites, school websites and newsletters.Recommendation 46the Department of Education, in consultation with school districts, develop,for parents, a standardized Pathways training package, with a clearimplementation plan.Recommendation 47the Department of Education, in collaboration with key stakeholders, developa handbook (also available in audio format) and web-site for parents ofchildren with special needs.Recommendation 48the school districts, in consultation with the Newfoundland and LabradorFederation of School Councils, encourage the development of a parentsupport network for parents of children with exceptionalities.Recommendation 49the Department of Education develop an effective appeals process forfamilies which reflects the principles of due process.Focusing on Students:A Report of the ISSP & Pathways Commission130
Recommendation 50the district office avail of independent expertise in mediation and conflictresolution to offer parents objective and effective avenues to resolveconcerns in a timely fashion.Recommendation 51the Department of Education and the districts clearly outline and publicizethe appeals process for parents.Recommendation 52the Department of Education establish a committee to redefine and expandthe role of student assistants into that of teacher assistants.Recommendation 53the Department of Education pilot this expanded role of teacher assistant.Recommendation 54the Department of Education, in consultation with key stakeholders, designand offer a diploma and/or certificate program to meet the training needs ofteacher assistants.Recommendation 55the Department of Education provide existing student assistants withreasonable opportunity to obtain the necessary academic requirements toqualify as teacher assistants.Recommendation 56the responsibility for allocation of teacher assistants be assigned to therespective school districts.Recommendation 57Memorial University amend the requirements for the undergraduateeducation degree programs to include a minimum of two courses inexceptionalities: one course in the nature and characteristics of theexceptional learner, and one course in inclusive strategies for contemporaryclassrooms.Focusing on Students:A Report of the ISSP & Pathways Commission131
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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
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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
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 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
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
Page 172 and 173: Humphries, AnneKean-Dobbin, Claudin
Page 174 and 175: Palmer, Dr. BarbaraParsons, RobertP
Page 176 and 177: Sarkany-Coles, GailSheppard, FaronS
Page 178 and 179: White, PerryWindeler, HenryPrincipa
Page 180 and 181: 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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