Special Education Policy

The aim of the Government's special education policy is to improve learning outcomes for all children and young people with special education needs at their local school, early childhood centre, or wherever they are educated.

Definition

The definition of special education in the Special Education Policy Guidelines is "the provision of extra assistance, adapted programmes or learning environments, specialised equipment or materials to support children and young people with accessing the curriculum in a range of settings."

Policy and Legislation

The special education policy framework called Special Education 2000 was first announced in the 1996 Budget to enhance resourcing for children and young people with special education needs.

Children and young people with special education needs include learners with disabilities, learning difficulties, communication or behaviour difficulties, sensory or physical impairments. Resources provided include specialist support, therapy, staffing, equipment and other materials, property modification and transport, as well as advice and specialist support.

The Government's special education policy affirms the right of every student to learn in accordance with the principles and values of the Education Act 1989, the National Education Guidelines, as well as the Special Education Policy Guidelines. The New Zealand Disability Strategy is also relevant to special education, with its aim of removing the barriers which prevent disabled people from participating fully in society.

Education Act 1989 (particularly Section 8)

The Education Act 1989 legislates for equal rights to primary and secondary education - "People who have special educational needs (whether because of disability or otherwise) have the same rights to enrol and receive education in state schools as people who do not."

National Education Guidelines

The National Education Guidelines are intended to direct schools in effective policy and practice. They include:

• The National Education Goals establish a common direction for state education in New Zealand. Some of the goals incorporate a focus on students with special education needs in their emphasis on a broad and balanced curriculum; equal opportunities for all; and consideration of those with special needs.
• The National Curriculum Statements are the documents which schools use to ensure that teaching and learning programmes enable all students to meet the requirements of the New Zealand Curriculum. The statements define in more detail the knowledge, understanding, skills, attitudes and values described in the New Zealand Curriculum Framework.
• The New Zealand Curriculum Framework - Te Anga Matauranga o Aotearoa, published in 1993, sets out the overall policy direction for the school curriculum. It includes the principles which underpin the curriculum, describes the seven essential learning areas, eight sets of essential skills and the commonly held attitudes and values which should be developed and reinforced through the school curriculum.
• The National Administration Guidelines. The administration guidelines also have implications for the education of children with special needs. They provide direction in six areas of school operations:

1. Curriculum requirements and student achievement

2. Documentation and self-review

3. Employer responsibilities

4. Financial and property management

5. Health and safety

6. Administration.

Special Education Policy Guidelines

The Special Education Policy Guidelines are for all those involved with young children and school students with special education needs. They fit within the context of relevant government legislation, education regulations and policies.

Principles

1. Learners with special education needs have the same rights, freedoms and responsibilities as people of the same age who do not have special education needs.

2. The primary focus of special education is to meet the individual learning and developmental needs of the learner.

3. All learners with identified special education needs have access to a fair share of the available special education resources.

4. Partnership between parents and education providers is essential in overcoming barriers to learning.

5. All special education resources are used in the most effective and efficient way possible, taking into account parent choice and the needs of the learner.

6. A learner's language and culture comprise a vital context for learning and development and must be taken into consideration in planning programmes.

7. Learners with special education needs will have access to a seamless education from the time that their needs are identified through to post-school options.

The New Zealand Disability Strategy: Making a World of Difference - Whakanui Oranga

The strategy was developed by the Ministry of Health with extensive input from the disability sector. The strategy was released in April 2001 and has 15 objectives. Each year Government departments will develop work plans which set out specific steps to implement the strategy. The following objectives have particular relevance to children and young people with special education needs.

Objective 1 - encourage and educate for a non-disabling society

Objective 2 - ensure rights for disabled people

Objective 3 - provide the best education for disabled people

Objective 10 - collect and use relevant information about disabled people and disability issues

Objective 11 - promote participation of disabled Māori

Objective 12 - promote participation of disabled Pacific peoples

Objective 13 - enable disabled children and youth to lead full and active lives

Objective 15 - value families, whānau and people providing ongoing support.

Further Information

Special education research

Funding and services for children and young people with special education needs.

Who to contact

For more information, please ring your nearest Special Education District Office or the Special Education Information Line 0800 622 222, or you can email special.education@minedu.govt.nz.