Introduction
In 2014, the Government of Nova Scotia embarked on a mission to modernize its public education system. As part of this ambitious plan, a province-wide review of Individual Program Plans (IPPs) was announced to evaluate whether students were being placed on these plans for the right reasons and at the appropriate times in their educational journey. This blog delves into the findings of this review and explores its implications for special education in Nova Scotia.
The Purpose of the IPP Review
The IPP review aimed to determine if the plans were being developed effectively and meeting the students' learning and social-developmental needs. Despite a declining student enrollment, the percentage of students with IPPs had increased across all school boards since 2004-05. Additionally, there was a disproportionately high number of IPPs for students identifying as African Nova Scotian or Aboriginal, raising concerns about equity and appropriate educational programming.
Key Findings
Boards reported that in 87% of the IPPs reviewed, there was evidence supporting the need for an IPP. However, questions arose about whether the provincial curriculum's relevance and innovation, as well as differentiated instruction and culturally responsive teaching, could reduce the necessity for individualized programming. For students of African Nova Scotian and Aboriginal descent, only 66% and 75% of the IPPs, respectively, were deemed the most appropriate programming option.
Recommendations for Improvement
- Promote Excellence in Teaching: Redesign Bachelor of Education programs to emphasize individualized program planning, adaptations, and equity education.
- Culturally Relevant Programming: Collaborate across government and community partners to enhance culturally responsive instruction and support student wellness.
- System-Wide Monitoring: Regularly report on progress in implementing IPP Review recommendations and conduct follow-up reviews.
Challenges and Opportunities
The review highlighted several challenges, including the need for more effective transition planning and the underutilization of Student Support Workers and Aboriginal Student Advisors in program planning. It also underscored the importance of meaningful communication and collaboration with parents and guardians.
Conclusion
The findings from the IPP review have sparked a critical dialogue on the future of special education in Nova Scotia. By addressing the recommendations and challenges identified, the province can create a more equitable and effective educational environment for all students. For more information, please follow this link.
