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

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2.4 PathwaysThe initial development of an individualized planning process envisioned thedelivery of services along a cascade model, first developed in 1962 by Reynolds(Philpott & Dibbon, 2007). A pyramid was used to reflect the continuum of needs,in decreasing numbers, as articulate in the following description:Using this cascade, or pyramid, approach educators viewed the regularclassroom as forming the base of the pyramid, where most childrenhad their needs met without specialized planning. Moving up thepyramid, other students, in decreasing numbers, would have theirneeds met in the regular classroom with some supports. Further upthis pyramid, in lower numbers still, would be students who came outof the regular classroom at intervals to have their needs addressed inan alternate environment. Finally, at the very top of the pyramid wasthe recognition that a few students, because of highly specializedneeds, required a separate classroom and curriculum. This resulted instudents with very mild disabilities being accommodated in the regularclassroom, while students with more significant or more intrusiveneeds received programming in placements that were moresegregated. For example, students with severe cognitive delays werehaving their needs met in separate classrooms while students withmild or moderate cognitive delay were in part-time regular and parttimeseparate classrooms (Philpott & Dibbon, 2007).In NL, this cascade model was articulated in the 1986 Special Education Policy andwon a prestigious award for its excellence in meeting the needs of senior highschool students. The model was extended to become the preferred delivery modelfor all students in the 1998 release of Pathways to Programming and Graduation: AHandbook for Teachers and Administrators (Government of NL, 1997). Thatdocument outlined five programming options for students as follows:• Pathway One: The provincially prescribed curriculum without support;Focusing on Students:A Report of the ISSP & Pathways Commission28
• Pathway Two: The provincially prescribed curriculum with studentspecific strategies and supports (accommodations and adaptations);• Pathway Three: A modified or adapted curriculum, based on thestudent’s individual needs;• Pathway Four: A mixture of core curriculum and individually designedcurriculum to meet the student’s individual needs; and• Pathway Five: A completely alternate curriculum to meet thechallenging needs of the student.Students can avail of more than one Pathway at a time and progress towardsPathway One is encouraged. While this Pathways model is clearly a reflection of thecascade approach that is solidly defended in the literature, Philpott & Dibbon (2007)note that what is more unique to NL is the heavy documentation process anddiagnostic assessment required to access the system. They reference this as a rigidadherence to a deficit model of support where children have to be diagnosed as“different” in order to qualify for supports designed to provide equal opportunity.2.5 Child Youth ProfilesOne of the motivating factors in developing the Model for Coordination of Servicesto Children and Youth was to identify the needs of children in the province and tostreamline the provision of services. A need was therefore identified to establish aprovincial database on these children. In the Handbook for Profiling the Needs ofChildren/Youth (draft) (Government of NL, 2002), it is stated that, “profiling is anessential component of the Model for the Coordination of Services to Children andFocusing on Students:A Report of the ISSP & Pathways Commission29
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 and 24: • The current model focuses on de
Page 25 and 26: design and structure of curriculum.
Page 27 and 28: Services to Children and Youth. As
Page 29: When a child/youth is identified as
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
Page 75 and 76: increased emphasis on mathematics a
Page 77 and 78: The Commission’s pan-Canadian rev
Page 79 and 80: 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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