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

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Recommendation 32the Department of Education identify the needs of exceptionallyable learners within the school population.In the past number of years, as districts were reorganized and district office staffswere streamlined, enrichment teachers were among the first to be cut. Today, onlythe Western School District has retained an itinerant teacher for enrichment. TheCommission is concerned that enrichment teachers (who would provide directsupport to these students and classroom teachers) have disappeared in the currentmodel. While NL has neglected exceptionally able learners, other provinces areputting more resources into meeting the needs of these students.The Commission’s pan-Canadian comparison reveals that many different programsand teaching strategies are used across Canada to address the needs ofexceptionally able learners (also referred to as gifted learners, gifted and talented,children with gifts, and students with gifts and talents).The BC Ministry of Education, for example, has developed Gifted Education - AResource Guide for Teachers, which outlines services for gifted learners. TheDepartment also has available a second document which was developed by aGifted/LD advocacy group, addressing the complex needs of students who have thedual exceptionality of learning disability and giftedness.In Alberta, the responsibility for exceptionally able learners is also assigned toindividual districts. However, the Ministry has published a series of resources titled,Programming for Students with Special Needs one of which specifically outlinessupports for teachers and another which outlines support for parents of giftedchildren (Alberta Learning, 2006).Focusing on Students:A Report of the ISSP & Pathways Commission70
Nova Scotia articulates its approach to gifted students as:School-wide enrichment identifies, develops and supports the gifts andtalents of all students through a broad range of opportunities andexperiences. As a result of enrichment opportunities and experiencessome students will be identified as requiring additional programoptions in response to their demonstrated gifts and talents.(Government of NS, nd.)The Commission heard that some educators view Advanced Placement courses athigh school and the French Immersion program as being enrichment programs. TheCommission strongly disagrees with this perception, although it does recognize thatboth programs are inherently more enriching.The Commission recommends that:Recommendation 33the Department of Education and the individual school districtsmake a commitment to develop appropriate programming andresources to meet the needs of exceptionally able learners.Given the myriad responsibilities assigned to current staff at the Department ofEducation, the Commission supports the contention that a position dedicated to thearea of exceptionally able learners (gifted education) would hold promise for theelevation of this overlooked aspect of education. Furthermore, the prospects forsuccess could be enhanced through collaboration between the ProgramDevelopment and Student Support Services Divisions of the Department ofEducation.The Commission recommends that:Focusing on Students:A Report of the ISSP & Pathways Commission71
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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
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 69 and 70: A pan-Canadian review revealed that
Page 71: Table 14: Exceptionally Able Learne
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
Page 118 and 119: Recommendation 74regular “refresh
Page 120 and 121: 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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