Perceptions of special education teachers involved in the ISSP process in Newfoundland and Labrador

• Main Author: Walters, Beverley C., 1968-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1999
• Subjects: Teachers of handicapped children > Newfoundland and Labrador > Attitudes; Children with disabilities > Education > Newfoundland and Labrador; Individualized instruction > Newfoundland and Labrador; Newfoundland; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses3/id/71495

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. Education Bibliography: leaves 121-126. Recently the school system in the province of Newfoundland and Labrador has undergone major changes, most notably in the area of special education. Initiatives, such as "Using Our Strengths," "Pathways to Graduation” and the "Individual Support Services Plan,“ has meant considerable changes to special education in the province. Special education did not begin in Newfoundland and Labrador until 1954 with the introduction of the first program for children with mental disabilities. Today, just 45 years later, integration and inclusion are the established and accepted norm throughout the province. This study examines the perceptions of special education teachers involved in the individual support services plan process, or ISSP process, on a daily basis. The ISSP is an individualized plan for a child/youth who requires additional supports in order to succeed. It has replaced the IPP in education. The ISSP process is a collaborative approach which includes all personnel who are directly involved with the child/youth. Representatives from Education, Human Resources and Employment (formerly Social Services), Health and/or Justice meet with the parent(s)/guardian(s) and the child/youth to develop a one-year program, which builds on the strengths, and meets the needs of that individual. The ISSP process is a new initiative. The senior-high special education teachers, who participated in this study, have shared their perceptions of it. Several strengths and areas of concern have been identified and discussed. Recommendations have been set forth based on these findings.