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

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Teachers find it increasingly difficult to ignore the diversity of learnerswho populate their classrooms. Culture, race, language, economics,gender, motivation to achieve, disability, advanced ability, personalinterests, learning preferences, and presence or absence of an adultsupport system are just some of the factors that students bring toschool with them in almost stunning variety (P. 1).The Ministerial Panel on Educational Delivery in the Classroom (2000) alsorecognized the need of at-risk students, and asserted that “There will always besome students who will need extra support and it is incumbent upon schools andschool districts to respond to that need”. While the Commission strongly agreesthat this response should be a dominant feature of education, it heard little toindicate that such is the case. In contrast, it consistently heard a need foradditional resources to respond to those students who do not have an identifiedexceptionality but, for a variety of reasons, are not competent with the curriculum.The Commission notes particular concern for the unique needs of the province’saboriginal students, long recognized as being inherently at-risk. It reviewed arecent study entitled An Educational Profile of the Learning Needs of Innu Youth(Philpott, et al., 2004) as well as heard concern from aboriginal communities andeducators working with aboriginal students. The Commission recognizes that thisgroup creates unique challenges to the Labrador school district which servicescoastal Labrador. Despite initiatives by these groups to move towards selfmanagementof education, the Commission feels that they should be prioritizedwithin the at-risk population.The Commission therefore recommends that:Recommendation 28the Department of Education outline procedures to address theneeds of all at-risk students.Focusing on Students:A Report of the ISSP & Pathways Commission66
A pan-Canadian review revealed that remediation remains the responsibility of theclassroom teacher in all jurisdictions. The ability of teachers to meet this challengeeffectively is affected by a number of factors, including class size, resources andteaching strategies. Research suggests “that smaller class size can help to improvethe quality of the classroom experience for both the teacher and the student”(Dibbon, 2004, P. 21). The Teacher Allocation Review Commission’s thrustsupports reductions in class size. The effectiveness of teachers in meeting theneeds of diverse learners will be enhanced through the provision of appropriateteaching resources and strategies. Specifically, the data supports the argument byPhilpott and Dibbon (2007) that teachers need to be trained in differentiatinginstruction so as to accommodate effectively the needs of all students in today’sdiverse learning environments. Such would be the hallmark of a more inclusiveschool system.Subsequently, the Commission recommends that:Recommendation 29the Department of Education develop a clear articulation of“inclusive education”.Recommendation 30the Department of Education make a commitment to training allteachers on differentiating instruction.Recommendation 31the Department of Education, in collaboration with schooldistricts, develop a teacher handbook on meeting the needs ofdiverse learners.Focusing on Students:A Report of the ISSP & Pathways Commission67
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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
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 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 67: Recommendation 27the Department of
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
Page 81 and 82: Manitoba Education has a similar ap
Page 83 and 84: 3.16 Support for ParentsThe Commiss
Page 85 and 86: Table 15:Numbers of parents who rec
Page 87 and 88: parents. Jurisdictions are increasi
Page 90 and 91: Concern for the absence of an effec
Page 92 and 93: 3.18.2 Teacher AssistantsCurrently
Page 94 and 95: assistants (job titles vary among p
Page 98: Table 17: Attitudes of classroom te
Page 101 and 102: equivalent certification (italics a
Page 103: Table 20: Academic Qualifications:P
Page 106 and 107: While implementing these recommenda
Page 108 and 109: In this light, and combined with pr
Page 111 and 112: Table 23: Guidance counsellorsRespo
Page 113 and 114: 3.19 Professional DevelopmentGiven
Page 115: 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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Recommendation 26the Department of
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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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