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

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3.15 Alternate SettingsThe Department of Education’s policy for alternate educational settings affirms acommitment to the core values of inclusive education practices. At the same time,it acknowledges that the needs of students with severe emotional and behaviouralchallenges may require, for an interim period, an alternate learning environmentwhere the achievement of positive behavioural skills is supported.As was the case for exceptionally able learners, any model of support services isnot complete without recognition and provision of programs for students who, for ahost of reasons (social, psychological, legal, personal), are not succeeding in theregular classroom environment. The Ministerial Panel on Educational Delivery inthe Classroom (Government of NL, 2000) made two recommendations in support ofalternate educational programs and settings “for youth at risk and those who havedifficulty in a traditional academic setting” (P. 34).Recent research notes that, while total inclusion is the ideal, many educationdistricts also “provide alternatives to the regular classroom when the choice clearlydoes not meet the student’s need” (Hutchinson, 2007, P. 13-14). The Guidelinesfor New Brunswick Alternative Educational Programs and Services (Government ofNB, 2002):…acknowledges that a small number of the student population mayrequire educational programs and services in an alternative setting forperiods of time during the students’ school careers. Students who areat high risk for school failure, dropping out, and/or societal failuresometimes require intensive programs and services that are notfeasible or are unable to be provided in traditional classrooms orschool settings (P. 1).Focusing on Students:A Report of the ISSP & Pathways Commission78
Manitoba Education has a similar approach: when a student’s Individual EducationProgram determines that a student’s needs “cannot be met in a regular classroomeven with supports and services, alternatives to programming in the regularclassroom are considered [with placement options including] a special learningenvironment that may not be in their neighbourhood school” (Government of MB,2006). Specialized settings are also placement options in British Columbia, Alberta,and the Northwest Territories.The Commission has heard that the variety, complexity and severity of behavioursbeing exhibited by a statistically small, but demanding, number of students haveincreased significantly in the past decade. Likewise, the Commission also heardthat students with mental health issues are also being increasingly challenged tocope, not to mention succeed, in the regular classroom environment. Teachersmade it abundantly clear that they are often at a loss to know how to help thesestudents and that current supports such as the Functional Behavioural SupportPlans offer little in the way of pragmatic help. Parents and educators told theCommission that these students, while not themselves succeeding, are alsodisrupting instruction for other students.The Commission heard from focus groups that it’s difficult to get diagnosed andextremely difficult to obtain Criteria E (Severe Emotional/Behavioural Needs)support to establish and maintain stable programs and services for these students.The number of Criteria E units has decreased significantly over the past few years,but there seems to be a difference of opinion as to why. This report has alreadycommented on both the effectiveness of the categorical model, and the utility ofFunctional Behavioural Analysis. The data presented to the Commission wouldsupport that neither is effective in meeting the needs of this population of students.Focusing on Students:A Report of the ISSP & Pathways Commission79
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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
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• The current model focuses on de
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design and structure of curriculum.
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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 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: French being the dominant language
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
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
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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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