THE EVOLUTION OF DISABILITY STUDIES AMIDST SCHOOL REFORM IN NEWFOUNDLAND AND LABRDOR: A GLOBAL PERSPECTIVE ON LOCAL PRACTICE

• Main Authors: Dr. David, F. Philpott, Dr. David Dibbon
• Other Authors: The Pennsylvania State University CiteSeerX Archives
• Format: Text
• Language: English
• Subjects: Newfoundland
• Online Access: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.530.420; http://www.mun.ca/educ/faculty/mwatch/Philpott and Dibbon Symposiusm Paper.pdf

This paper (a version of which was included in Focusing on Students: The final report of the ISSP/Pathways Commission(Government of NL, 2007) will offer a theoretical framework to the model of Student Support Services delivered in the province of Newfoundland and Labrador (NL). The province follows an interagency approach in the delivery of a diagnostic and prescriptive service model, despite efforts in recent years to use the language of inclusion. In exploring the development of this model, we begin with a brief review of the history of special services, both from a global and a local paradigm perspective. While the history of special education is a “fascinating and complex story ” (Kauffman, 1981 p.4) which has been affected by social, psychological and educational events, we will attempt to discuss it along separate themes so as to afford a stronger analysis. Central to this, will be an historical context for a paradigm of disability services, including legislative support of special education and the emergence of both a cascade model of service delivery and individualized planning. This leads to an examination of the effects that the School Reform movement has had on special education and how it directly contributed to the emergence of inclusive education. With this background established, we