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

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negate blame and validate the struggles that the province is currently facing astypical in the evolution of policy and service. Certainly, it affords an opportunity tobalance future initiatives with current knowledge so as to address the breakdown inservices, and to create a model that will result in the empowerment that theliterature calls for. Essential to this is a need to explore the power differentials thatnow marginalize families and place educators in adversarial roles with parents.Perhaps a point of departure for this process will be examination of how theprovince continues to hold to a medical model of disability that has resulted in ahierarchy of “expert knowledge”. Central to this will have to be a frank discussionon why special education in this province tends to be managed by psychologists atthe district level, and guidance counsellors at the school level, neither of whom hastraining in the area of adapting instruction (Philpott, 2003b). In order to move fromdiagnosing difference to embracing the needs of all students in our classrooms,leadership will have to move back into the hands of teachers. Equally urgent is aneed to define what exactly the province means by inclusive education. In theabsence of a clear articulation of inclusive education (globally or locally)misinterpretation dominates the delivery of services. Nowhere is this more evidentthan in Newfoundland and Labrador, where the current curriculum is reflective ofthe principles of Universal Design, with ample opportunities for DifferentiatingInstruction. The system, however, remains choked with a focus on assessment ofdifferences and documentation of needs that seldom result in individualizedsupport. Banks et al. (2005) argue that developing an inclusive practice goesbeyond understanding special education policy and identifying specific instructionalstrategies that will help students with disabilities. Teachers must also know how todevelop a supportive classroom community in which all students feel safe both withthe teacher and with each other. Provincial reflections of this knowledge exists withthe recent “safe and caring” schools initiatives that reflect a true valuing of diversityalong the principles of social justice. It is ironic, in fact, that within this climateFocusing on Students:A Report of the ISSP & Pathways Commission210
there exists a continuing need for students to be diagnosed as being different so asto qualify for supports that are designed to give them equal opportunity.While re-establishing such a mooring “…may seem a Herculean task, it is politicallymore optimistic than the pessimism of structural approaches which in educationhave not offered policy makers a viable agenda. The politics of negotiations,discourse and their associated strategies derive from the view that policy is made atall levels and responsibility for the decisions made in one arena should be locatedwith the social actors who make them” (Fulcher, 1989, p.16).Focusing on Students:A Report of the ISSP & Pathways Commission211
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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
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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
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 194 and 195: done. The curriculum guides outline
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 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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