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

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. child's level of development indicates that he/she is unable toconstructively participate in the process,c. the child has demonstrated in a prior meeting(s) that he/she isunable to constructively participate in the process from abehavioural perspective, ord. the information to be shared between the team members andthe parent/guardian is considered harmful to the well-being of thechild or to the family-child relationship.Parent/guardian may be excluded from the Team or from a Team meetingwhere:a. the parent/guardian voluntarily chooses not to become involved,orb. where the participation of the parent/guardian is considereddetrimental to the welfare of the child or harmful to theparent/child relationship.Service Providers may be excluded from the Team or from a Team meetingwhere:a. they are not actively involved in the provision of services to thechild, orb. where a single service provider has been designated as therepresentative of multiple service providers from a single agency.Non-governmental personnel shall be excluded from individual Teammeetings where the information may only be shared among governmentpersonnel in accordance with the Freedom of Information Act and theInterdepartmental Protocol on Information Sharing.Focusing on Students:A Report of the ISSP & Pathways Commission230
Any individual may be excluded from the Team or from a Team meetingwhere: the child/youth or parent/guardian does not provide consent for thesharing of information to such persons.10. The composition of the team is determined by the nature and complexity ofthe child's needs. Whenever possible the number of team members is to bekept to a minimum. Service providers in attendance at Team meetings shouldbe those most directly involved in the delivery of services to children and/oryouth. Where there is more than one professional from an agency serving thechild, each agency may designate a single representative as a team member orspokesperson.11. An ISSP Team will be established when a child/youth at risk or with specialneeds receives a service. The Team membership will expand as other serviceproviders become involved.12. The Team shall be headed by an Individual Support Services Manager whomay be the parent/guardian, child, service provider or relevant other. Theselection of the Individual Support Services Manager is made by the Team,based upon the individual's:a. understanding of and commitment to the role,b. ability to facilitate a collaborative and team approach,c. ability to maintain contact with those involved in the case,d. projected ability to remain as a Team leader for the durationof the Team's activities,e. ability to support the involvement of ALL members equally,f. knowledge of related services and supports.Focusing on Students:A Report of the ISSP & Pathways Commission231
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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
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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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Page 184 and 185: In the early 1970’s, this parenta
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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
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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 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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