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

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the present study were the research findings related to integrated service planning,Francophone issues, the role of student assistants vis-à-vis teacher assistants, andstandards of teacher qualifications for positions within special education.Informants - Appendix F)(See KeyReview of the literatureIn accordance with the terms of reference and to add to a contextualization of ourprovincial model and practice, the Commission engaged Memorial UniversityProfessor Dr. David Philpott (with Dr. David Dibbon) to conduct a review of relevantliterature. A review of the literature on Newfoundland and Labrador’s model ofStudent Support Services: A global perspective on local practice (Philpott & Dibbon,2007) is referenced extensively in this report (See Appendix G). The paper putsforth a theoretical framework for NL’s model of Student Support Services, describedas a “diagnostic and prescriptive service model, despite efforts in recent years touse the language of inclusion”. An historical review of special education is used as acontext for examining the provincial model, culminating in a consideration ofemergent themes such as:• Individualized planning meetings are often intimidating environments forparents who are increasingly disempowered in their participation.• Teachers tend to support inclusion in theory, but call for additional resourcesand training to deliver it effectively.• The evolution of special education in NL parallels global trends. Similarly, thecurrent struggles facing special education in NL are equally reflective ofglobal trends.• The number of students who are being diagnosed as disabled is increasing,despite a population base that is in rapid decline.Focusing on Students:A Report of the ISSP & Pathways Commission20
• The current model focuses on deficits, completely ignoring the needs ofintellectually gifted students.• The ISSP model has global support in a paradigm shift towards interagencycase planning.• Likewise, the Pathways model is a complicated articulation of the cascademodel, common to special education practice since the early 1960’s.• A number of studies, reports, and published papers have documentedgrowing concern for the effectiveness of NL’s model and its impact onfamilies and teachers.In summary, the authors purport there is a “…clear breakdown between what policyoutlines, how systems interpret it and what services are actually delivered tochildren/families on a daily basis … the province has drifted off course”. The papersuggests:• “In order to move from diagnosing differences to embracing the needs of allstudents in our classrooms, leadership will have to move back into the handsof teachers”.• There is an “urgent … need to articulate what exactly the province means byinclusive education”.• Teachers must receive training in “specific instructional strategies that willhelp students with disabilities”.• Attention must be focused on “…prevention and early intervention andpromote coordination in the delivery of client-centered services”.• The “power differentials that currently marginalize families and placeeducators in adversarial roles with parents” must be explored.Focusing on Students:A Report of the ISSP & Pathways Commission21
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 12 and 13: These recommendations evolved direc
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: An exceptionally high rate of retur
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
Page 63 and 64: assessments. It indicates that 44.3
Page 69 and 70: A pan-Canadian review revealed that
Page 71 and 72: 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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Recommendation 54the Department of
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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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