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

More documents

Recommendations

Info

een developed and implemented within the last ten years, and theireffectiveness in education has never been formally reviewed.In response to growing concerns from parents and teachers regarding theISSP and Pathways models, the Minister of Education, the Honourable JoanBurke, acted. Growing increasingly concerned for the needs of childrenamidst this debate, the Minister announced, on August 17, 2006, a formalreview – an ISSP and Pathways Commission that “…will consider thechallenges of special education programming using the current model,workload and volume of paper work, the role of parents, managers andteachers, and will seek to streamline the process to ensure it is efficient,while continuing to provide a high level of service to students.”It is important to realize, therefore, that this Commission did not set out toreview the provision of special education in this province. While its mandatewas to examine the educational component (Pathways) of the ISSP, it sawits task primarily as examining how the needs of the provinces morevulnerable students were being met within these models.The overwhelming message gleaned from the Commission hearings was thatthe ISSP and Pathways models resembled a good idea gone awry, a soundconcept which has lost its focus. As a result, parents feel disempowered andlost, while teachers are overwhelmed and frustrated. Subsequently, therelationship between parent and teacher is often strained, and the needs ofchildren are being compromised.Focusing on Students:A Report of the ISSP & Pathways Commission6
In striving to give voice to the many parents and educators who advocatedpassionately on behalf of their children’s needs, this report represents thecollective concerns of those engaged in the ISSP and Pathways models. Therecommendations presented herein stem from that shared perspective andemanate from the knowledge that both parents and teachers possess. In theprocess of hearing the debate on the effectiveness of both the ISSP andPathways models, the Commission was reminded that the relationship thatexists between parents and teachers is characterized by an innatecommitment towards “focusing on students”. It is the wish of thisCommission that such a commitment will characterize educational discoursein the years ahead.Focusing on Students:A Report of the ISSP & Pathways Commission7
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 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 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 65 and 66:
Recommendation 21the Department of
Page 67 and 68:
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
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 96 and 97:
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
Page 122 and 123:
and continued reason for NL to rema
Page 124 and 125:
Government of Manitoba (2004). Work
Page 126 and 127:
Roberts, C. and Lazure, M. (1970).
Page 128 and 129:
Recommendation 9the department head
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
needs related to the Model for the
Page 138 and 139:
Newfoundland and LabradorAssociatio
Page 140 and 141:
Visit to Labrador DistrictNovember
Page 142 and 143:
Visit to Eastern DistrictNovember 1
Page 144 and 145:
Visit to Conseil Scolaire Francopho
Page 146 and 147:
Table 1: The Stratified SampleSchoo
Page 148 and 149:
Table 2: Response RateStatus Freque
Page 150 and 151:
Data AnalysisAt the completion of t
Page 152 and 153:
TEACHER SURVEYSection 1(To be compl
Page 154 and 155:
5. (a) Please indicate the number o
Page 156 and 157:
8. (c) Please indicate the average
Page 158 and 159:
16. On average, how long are you wa
Page 160 and 161:
33. Some students are “falling th
Page 162 and 163:
54. Speech Language Pathologists as
Page 164 and 165:
APPENDIX E:List of SubmissionsAnder
Page 166 and 167:
Langdon, TrentBishop, DavidNewfound
Page 168 and 169:
APPENDIX F:Key InformantsAnthony, J
Page 170 and 171:
Ferguson, TammyFerris, MaryFitzpatr
Page 172 and 173:
Humphries, AnneKean-Dobbin, Claudin
Page 174 and 175:
Palmer, Dr. BarbaraParsons, RobertP
Page 176 and 177:
Sarkany-Coles, GailSheppard, FaronS
Page 178 and 179:
White, PerryWindeler, HenryPrincipa
Page 180 and 181:
Evolution of special educationA rev
Page 182 and 183:
out of this report that would go on
Page 184 and 185:
In the early 1970’s, this parenta
Page 186 and 187:
with provisions for joint planning,
Page 188 and 189:
attended to in separate classrooms
Page 190 and 191:
against the parents of the rest of
Page 192 and 193:
ising wind of change that would swe
Page 194 and 195:
done. The curriculum guides outline
Page 196 and 197:
education and bridging “the divid
Page 198 and 199:
where the benefits will extend to a
Page 200 and 201:
egular classroom when the choice cl
Page 202 and 203:
parents in the planning process for
Page 204 and 205:
Tables 2 & 3 (see end of this docum
Page 206 and 207:
knowledge as to their needs. Subseq
Page 208 and 209:
a lack of practical supports in the
Page 210 and 211:
and resulting frustration among all
Page 212 and 213:
negate blame and validate the strug
Page 214 and 215:
Table 1: Enrolment and Teacher Allo
Page 216 and 217:
Table 3: Categorical AllocationsExc
Page 218 and 219:
graduation: A handbook for all teac
Page 220 and 221:
Maich, K. (2002). When pathways cro
Page 222 and 223:
Skrtic, T. M. (1995). The special e
Page 224 and 225:
APPENDIX H:Inter-Ministerial Protoc
Page 226 and 227:
4. Services should be organized to
Page 228 and 229:
- Support ongoing professional deve
Page 230 and 231:
2. The ISSP is a process with a pre
Page 232 and 233:
. child's level of development indi
Page 234 and 235:
13. The ISSP Manager will be respon
Page 236 and 237:
Appendix J:Child Youth ProfilesMode
Page 238 and 239:
CategoryPhysicalNeed (check allappl
Page 240 and 241:
CategoryTechnologyProgramNeed (chec
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?