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

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Recommendation 34the Department of Education appoint a consultant for GiftedEducation as a joint appointment to Program Development andStudent Support Services.The Commission recognizes many opportunities for both vertical and horizontalenrichment activities to be incorporated within the regular classroom, under amodel of differentiated instruction. The degree to which this is likely to occur,however, will be affected by the availability of appropriate resources. As long asprescribed textbooks remain a core resource for instruction, they should containenrichment components.The Commission therefore recommends that:Recommendation 35the Department of Education’s future publishing contractsinclude the provision of enrichment sections in textbooks, inCD/DVD and print formats.3.13 Curriculum issuesThe provincial curriculum has undergone substantive changes since the 1980’s. The1992 Royal Commission and its attendant reports and recommendations stressed amore rigorous program of studies. This was reflected in subsequent curriculumdevelopment in conjunction with the Atlantic Provinces Education Foundation.Adjusting the Course (Government of Newfoundland & Labrador, 1994) called forhigher standards, improved curriculum and increased accountability, which led toFocusing on Students:A Report of the ISSP & Pathways Commission72
increased emphasis on mathematics and the sciences. As a result, courses in basicliteracy and numeracy, as well as vocational programs, being accessed by studentswith special needs were removed from the program of studies.The Canning Report (Canning, 1996) raised concern for this, especially at the highschool level. It called for vocational training, a greater focus on literacy andnumeracy, and a re-balancing of curriculum to reflect the diverse needs ofstudents. The Canning Report recognized that earlier changes directed at higheracademic standards cast adrift a large number of students who, while notparticularly academically inclined, could have experienced success in a hands-onprogram. It is thought that many of these students have entered the category ofat-risk students because their present needs are not being adequately addressed bythe current curriculum.Many students do not see the relationship between courses required for graduationand life beyond the classroom. There appear to be few effective linkages betweenhigh schools and post-secondary institutions, apprenticeship programs and/or theworld of employment. It is imperative that the curriculum be linked to the personalcareer development needs of the student.The Commission was told repeatedly that the prescribed curriculum at theintermediate and senior high school levels continues to fail to meet the diverseneeds of our students. Table 14 presents data to quantify these concernsdiscerning, that 81.7% of educators express concern for curriculum as it pertains tothe needs of students with diverse needs.Focusing on Students:A Report of the ISSP & Pathways Commission73
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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
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 and 72: Table 14: Exceptionally Able Learne
Page 73: Nova Scotia articulates its approac
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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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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