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Special Education in the New Zealand Education Context

Special Education in the New Zealand Education Context. Special Education Defined.

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Special Education in the New Zealand Education Context

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  1. Special Education in the New Zealand Education Context

  2. Special Education Defined • “ the provision of extra assistance, adapted programmes or learning environments, specialised equipment or materials to support young children and school students with accessing the curriculum in a range of settings”

  3. What we aim for • Better Outcomes for Children • Raise achievement of all students • Presence, participation, learning to achievement

  4. Education Policy • No separate special education system in New Zealand • Education Act (Section 8) states students with special education needs have the same right to enrol and receive an education in a state school as students who do not have special education needs

  5. Children and young people with special education needs generate the same regular resourcing for early childhood education services and schools as other learners do • Additional resourcing to help meet special educational needs is provided through a mix of individually and population-targeted funding and staffing and specialist services • The Ministry of Education, Special education is the main provider of specialist services

  6. Access to the majority of special education support and services is determined by those closest to the learner • Boards of Trustees of schools can set up classes for students with special education needs using their regular operational resourcing and whatever special education resourcing individual students generate for a school • Special schools operate primarily under the same policy framework as all schools and are part of the broader network of education provision

  7. Special Education 2000 • In 1996 government approved the development of a new model for resourcing and delivering of special education to be implemented in stages by 2000 • Policy recognised increasing numbers of children requiring special education service support • Recognised parents wishes to have children receive their education in regular settings

  8. based on international move toward inclusion • involved a shift away from biological categorisation to an ecological paradigm • strong focus on social and physical environmental adaptation to support learning across all domains • Resourcing framework designed within the Tomorrow’s Schools policy context (self-managing schools), with considerable resourcing devolved to schools

  9. Vision of Special Education 2000 • Improve educational opportunities and outcomes for children with special education needs • Ensure a clear, consistent and predictable resourcing framework for special education • Provide equitable resourcing for those with similar needs irrespective of school setting or geographical location

  10. Key Principles of Special Education 2000 • Small group of students who need a high level of support • The term “high needs” would be defined by the amount of additional resourcing • Guaranteed level of resourcing for individual students with high special education needs across different settings • System of direct, formula-based funding to schools for students with “ moderate’ special education needs

  11. Key Components of SE 2000 Resourcing Framework • Ongoing and Reviewable Resourcing Schemes (ORRS) for students with ongoing high and very high support needs • Severe Behaviour Initiative • Speech-Language Initiative • Early Intervention 0-5

  12. Moderate Needs Initiatives • Special Education Grant (SEG) • Resource Teachers: Learning and Behaviour ( RTLB) • Specialist support for students with moderate-level visual, hearing and physical impairments • Early Intervention for children in early childhood centres and homes with moderate development needs

  13. Wiley Review (2000) • Highlighted fragmented service provision but policy sound in principle • School students on the margin between moderate and high needs • Issue and problems associated with staffing special education units • Allocation of the Special Education grant

  14. New Zealand Disability Strategy (2001) • The New Zealand Disability strategy will be successful when disabled people can say that they live in “ a society that highly values our lives and continually enhances out full participation”

  15. Objective 3 - Provide the Best Education for Disabled People • Make sure every child with a disability can go to their local school • Be sure that teachers and educators understand the learning needs of disabled people • Make sure schools meet the needs of disabled students

  16. Local Service Profiling (2004) • Service fragmented, inflexible, many positives (highly skilled service deliverers, all parts of the system working well somewhere in NZ, same could be said for what’s not working) • Unwelcoming schools • Inadequate resourcing • Parents not valued for knowledge and expertise • Difference in expectations

  17. Results • Enhanced Programme Fund (EPF) • School High Health Needs Fund(SHHF) • Specialist Education Services integrated with Ministry of Education (GSE)

  18. Supplementary Learning Support (SLS) • District reference groups • Better Outcomes for Children – Special Education Action Plan • Move from outputs to outcomes • Outcomes of Presence, participation, learning leading to achievement • Networks

  19. Opportunities • Education for all - quality teaching benefits all students • Welcome mat - Barriers for Parents • Teacher aides • Inequities in resourcing special/regular schools

  20. Cont. • Promotion of the disability strategy • Personalising learning • Professional development for Schools • Move to more networked flexible approaches • Review of Special Education

  21. The National Administration Guidelines…are statements for school administration of desirable principles of conduct or administration.

  22. Special Needs Register What is the purpose? What data will it hold? What types of reports does it need to generate? Track funding? Outline programmes you have currently have in place?

  23. NAG 1: Develop and implement teaching and learning programmes for all students • Good practice for schools to have policies and procedures to support all students • ERO will look for a special needs policy and want to know that SEG funding used to benefit students

  24. Special Needs Register • Who enters data? • Who has acess? • Who reports? • Who reviews? • How often?

  25. Role of the SENCO • Coordinate support for students • Contribute to the strategic planning and the development of shared understandings around special needs • Liaise with school, family and outside agencies • Professional development

  26. Cont. • Manage resources • Maintain and oversee records Three components: • Managing tasks • Documenting tasks • Teaching tasks

  27. Why a systematic Approach? • Need to be able to demonstrate that making a difference • Need to collect data • Need to have a collaborative school culture around additional support • Systematic development of schools professional knowledge

  28. Cont. • Outcomes for students are a joint responsibility • Tracking student achievement requires systematic approach • Review part of a systematic approach • Your thoughts…

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