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

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2.0 Historical Context2.1 Special EducationThe evolution of education from segregated programs towards the currentparadigm of inclusion is a “fascinating and complex story that has been affected bysocial, psychological and educational events” (Philpott & Dibbon, 2007). In theprovince of NL, “formal educational placement within the school building began inhighly segregated classrooms known as Opportunity Classes, operated by wellintentioned,though often untrained, workers” (Philpott & Dibbon, 2007). By 1970,this practice was being called into question and demands began for “integration,the right to free public education, and teaching based on an exceptional child’slearning needs rather than on the category of exceptionality” (Roberts & Lazure,1970, 15).Legislative changes and court challenges in the United States in the 1970’s and1980’s amidst the growing civil and human rights debates, resulted in thedesegregation of American schools. A parallel argument for greater accessibility forstudents with disabilities led to the establishment of American public law whichassured the right of all children to publicly funded education. In Canada, thepassage of the Charter of Rights and Freedoms in 1982 further articulated andguaranteed individual rights, within an increasingly pluralistic and inclusive society.While mainstreaming and integration were keywords in the 1980’s and 1990’s,inclusion and inclusive education called for recognition of the inherent worth of allstudents and a meaningful participation of all. The shift towards inclusive educationhas affected not only program planning for students with disabilities, but also theFocusing on Students:A Report of the ISSP & Pathways Commission22
design and structure of curriculum. Today, Essential Graduation Learnings, theprescribed curriculum framework in NL, reflects:…a focus on inclusion, where supports and services were mandated toassist students in accordance with their individual ability levels, toachieve the approved regional curriculum. The curriculum that specialeducation teachers were delivering to students of very diverse abilitylevels had to reflect the goals and objectives of the regular curriculum,and the regular classroom was seen as the preferred place in whichthis was to be done. The curriculum guides outlined many ways toteach a concept and equally diverse ways to measure acquisition of thecurriculum content (Philpott & Dibbon, 2007).Inclusion and meaningful participation of persons with disabilities is a fact of life in21 st century Canadian society generally, not just a feature of our education system.Polls and research studies indicate “Canadians support inclusion, but individualswho must fulfill these expectations, whether they are employers or teachers, reportthat they need guidance and support” (Hutchinson, 2007, xxiii). And herein lies thechallenge for parents and educators: amidst shifting social values, evolvingparadigms of service provision and changing policies, how to provide the optimalset of conditions, resources and supports to ensure that education is characterizedby a practice that remains focused on students.2.2 The Model for the Coordination of Services to Childrenand YouthCentral to the process of planning for children with unique needs was theIndividualized Education Plan (IEP), first developed in the 1980’s as a means ofensuring accountability and effectiveness in programming within education. Likeshifting perspectives on disability, the IEP has since evolved into a growingpreference for collaborative, interagency approaches to case management (PhilpottFocusing on Students:A Report of the ISSP & Pathways Commission23
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 and 22: An exceptionally high rate of retur
Page 23: • The current model focuses on de
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
Page 73 and 74: 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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