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done. The curriculum guides outlined many ways to teach a concept and equallydiverse ways to measure acquisition of the curriculum content.This shift towards recognizing multiple ways to teach/assess the curriculum thatwas increasingly accommodating of learner diversity was well supported in theliterature. Tomlinson (1999 & 2000), for example, referenced it as a approachwhich has since become known as Differentiated Instruction, quickly gaining favorin American schools. This approach outlined strategies to empower classroomteachers in adapting their instruction and evaluation to meet the needs of diversestudents, oftentimes without having to access special education support. Moreover,Universal Design (Orkwis & Mclane, 1998; Blamires, 1999; Jackson & Harper, 2002)would emerge as an approach to ensure that the initial design of the curriculumallowed for greater accommodation of diverse learners. Both of these conceptsnegate the need for individualized plans or special education placement for studentson Pathway 2 in Newfoundland and Labrador. Despite this solid current existence ofa curriculum that reflects differing ability levels (curriculum developed via a conceptthat has since become known as Universal Design) with ample opportunity toDifferentiate Instruction, students with special needs continued to requireinteragency plans and comprehensive assessments to access any accommodationseen as being outside traditional teaching approaches (Philpott & Nesbit, 2002).Criticisms of Special EducationWithin ten years, the province of Newfoundland and Labrador had moved through arapid and profound restructuring of its educational system (based on the schoolreform principle of site-based management), a shift towards interagency caseplanning (to promote empowerment of parents and reduce duplication of service),an articulation of a new interpretation of the cascade model, and the creation of anew curriculum framework (reflecting the global shift towards differentiatingFocusing on Students:A Report of the ISSP & Pathways Commission192
instruction). However, swirling around such tangible changes in policy and approachwas a different view of special education: inclusion. As outlined in the history ofspecial education, inclusion did not appear at any one point in this history butrather evolved from factors such as differing interpretations of least restrictiveenvironments, mounting criticism of special education practices and a society thatwas becoming increasingly supportive of diversity issues. In fact, the call for ablended curriculum that arose from the school reform movement echoed thecriticisms that had been mounting for years.Hockenbury, Kauffman and Hallahan (2000), attempt to organize this criticism intoseven emergent themes, saying that special education:1. has become a place [placement option] that should becomea service;2. is now a separate system but should be an integratedsystem;3. identifies and stigmatizes students but should be offeredwithout labels;4. has no particularly effective methods and could be replacedby good general education;5. returns few students to general education but should returnmost;6. has changed incrementally but should be radically reformed;7. is needed now but should not be needed if generaleducation is reformed (p.4).Fuchs and Fuchs (1995) add to this list by questioning the research base uponwhich special education practices are built. They call for more research into specialFocusing on Students:A Report of the ISSP & Pathways Commission193
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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
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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
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
Page 182 and 183: out of this report that would go on
Page 184 and 185: In the early 1970’s, this parenta
Page 186 and 187: with provisions for joint planning,
Page 188 and 189: attended to in separate classrooms
Page 190 and 191: against the parents of the rest of
Page 192 and 193: ising wind of change that would swe
Page 196 and 197: education and bridging “the divid
Page 198 and 199: where the benefits will extend to a
Page 200 and 201: egular classroom when the choice cl
Page 202 and 203: parents in the planning process for
Page 204 and 205: Tables 2 & 3 (see end of this docum
Page 206 and 207: knowledge as to their needs. Subseq
Page 208 and 209: a lack of practical supports in the
Page 210 and 211: and resulting frustration among all
Page 212 and 213: negate blame and validate the strug
Page 214 and 215: Table 1: Enrolment and Teacher Allo
Page 216 and 217: Table 3: Categorical AllocationsExc
Page 218 and 219: graduation: A handbook for all teac
Page 220 and 221: Maich, K. (2002). When pathways cro
Page 222 and 223: Skrtic, T. M. (1995). The special e
Page 224 and 225: APPENDIX H:Inter-Ministerial Protoc
Page 226 and 227: 4. Services should be organized to
Page 228 and 229: - Support ongoing professional deve
Page 230 and 231: 2. The ISSP is a process with a pre
Page 232 and 233: . child's level of development indi
Page 234 and 235: 13. The ISSP Manager will be respon
Page 236 and 237: Appendix J:Child Youth ProfilesMode
Page 238 and 239: CategoryPhysicalNeed (check allappl
Page 240 and 241: CategoryTechnologyProgramNeed (chec
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