| A |
| Accident Compensation Corporation (ACC) |
The ACC works closely with businesses and the community to try to prevent injuries from happening and to make New Zealand a safer place. It provides assistance to individuals if they are injured.
www.acc.co.nz |
| An Evaluation of the Ongoing and Reviewable Resourcing Schemes (2005) |
Report by the Education Review Office (ERO) on ORS. |
| Assistive technology (also called assistive equipment) |
Assistive technology (AT) is a generic term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and includes the process used in selecting, locating, and using them. |
| Autism spectrum disorder |
A spectrum of psychological conditions characterised by widespread problems with social interactions and communication, as well as severely restricted interests and highly repetitive behaviour. |
| B |
| Behaviour Initiative |
This is a Ministry of Education initiative. Behaviour specialists work with children and young people displaying severe and challenging behaviour that may endanger themselves or others, damage property, or affect their social interactions and learning. Specialists include educational psychologists, special education advisors, teachers with significant experience in working with students with behaviour difficulties, and behaviour support workers. Team members provide support for teachers, families and whānau. |
| Board of trustees |
People elected by the community to govern a school. |
| C |
| Choice |
In this document “choice” is usually used to mean choice that parents, whānau and children have to attend their local school or a special school if that is in the interests of the child concerned. |
| Clusters |
A cluster is a group of schools that have joined together to work to provide services to students with special education needs. One school will be a lead school and be a fundholder and work with the other schools to fund services for students in the schools in the cluster. |
| Communication Initiative |
This is a Ministry of Education initiative. Speech-language therapists work with students with severe communication needs who have speech (articulation) difficulties, fluency disorders, voice resonance disorders, language difficulties or significant language delay. The speech-language therapist may provide support to the student and advise families and teachers about communication programmes. The focus is on students in their first three years of school, although some older students may receive a service. |
| D |
| E |
| Early childhood education (ECE) service |
Educational setting for children prior to primary school. |
| Early intervention |
Early intervention specialists and support staff from the Ministry of Education, and other providers accredited by the Ministry, work with children with moderate and severe special education needs from birth through to enrolment in school. |
| Education Act (1989) |
Key legislation governing the education sector. |
| Education Review Office (ERO) |
Government agency responsible for looking at and reporting on public schools.
Visit the ERO website |
| F |
| Fundholders |
A fundholder is the organisation holding the funds provided by Government on behalf of individual students ie, the Ministry of Education, Special Education or accredited fundholder schools.They receive an amount of funding for a group of children and then manage the provision of services to those children, making decisions on what supports (and how much) each child receives. |
| G |
| Guidelines for Fundholder Accreditation and Standards of Practice (2000) |
This is a document published by the Ministry of Education and provided to fundholders seeking accreditation. It outlines expected standards of practice. |
| H |
| Human Rights Act (1993) |
Legislation governing human rights.
Read the Human Rights Act (1993) on the Legislation website. |
| I |
| J |
| K |
| L |
| M |
| Māori-medium setting |
Kura Kaupapa Māori, Kura a Iwi, and Kōhanga Reo. |
| Ministry of Education: Managing Support for Students with High Special Education Needs |
2009 report on special education by the Auditor General.
|
| Ministry of Education, Special Education |
Group within the Ministry of Education responsible for special education. |
| Ministry of Health (MOH) |
Government agency responsible for the health sector and some disability support services.
Visit the Ministry of Health's website. |
Ministry of Social Development (MSD)
Government agency responsible for a range of services, including the provision of some disability supports. |
MSD includes the Office of Disability Issues, which works actively with government agencies and the disability community to remove barriers and build opportunities for disabled people to participate and be included in everyday life.MSD also includes Work and Income, which works with people receiving a Sickness and Invalids Benefit who want to work to find jobs to suit their situation and needs, and to provide financial support if they are unable to work or need help with disability and other living expenses.
Visit the Ministry of Social Development's website. |
| Moderate needs or moderate special education needs |
There is no agreed definition of “moderate” needs. The term describes how much help a student needs to join in and learn alongside other students. The term does not relate to a student’s medical diagnosis or disability. A student with moderate needs will need less help than students with “high” and “very high” needs and their needs will be met by schools. |
| N |
| New Zealand Curriculum and Te Marautanga o Aotearoa |
Documents that set the direction for student learning and provide guidance for schools to design and review the curriculum.
Visit The New Zealand Curriculum online |
| New Zealand Disability Strategy (2001) |
A long-term plan for changing New Zealand from a disabling to an inclusive society. It was developed in consultation with disabled people and the wider disability sector, and reflects many individuals' experiences of disability.
Visit the Office for Disability Issues website. |
| New Zealand Institute of Economic Research (NZIER) |
NZIER is an independent economic consulting and forecasting organisation. Author of Special Education Resourcing Framework 2009.
www.nzier.org.nz |
| O |
| Office of the Auditor-General |
Author of Ministry of Education: Managing Support for Students with High Special Education Needs.
|
| Ongoing Resourcing Scheme (ORS) |
The Ongoing Resourcing Scheme (ORS) provide resources for a very small group of school students throughout New Zealand who have the highest need for special education. Most of these students have this level of need throughout their school years. ORS resources are additional to staffing allocations and operational grants paid to schools for every student in New Zealand. The Schemes’ resources are primarily to provide specialist assistance to meet students’ special education needs.
Any student who meets the criteria is included in one of the schemes. About 7,000 students receive this assistance at any one time.
Find out more about ORS. |
| ORRS teacher time allocation, also referred to as 0.1 and 0.2 teacher time |
If a student is “high” needs the school they are enrolled in receives an extra teaching entitlement of 0.1 of a full-time teacher. If a student is “very high” needs their school receives an additional teacher entitlement of 0.2 of a full–time teacher. This means, for example, that if a school has 10 high needs children they get funded for the equivalent of an additional full–time teacher. This support is in addition to other supports these students get under the ORRS programme and is also in addition to the funding allocated to each school for every student enrolled. |
| P |
| Post-school settings |
This includes tertiary education, employment and other destinations for students when they leave schools. |
| Private providers |
This means providers other than schools or the Ministry of Education. |
| Q |
| R |
| Regular school |
This means a school that is not a special school and includes Māori-medium settings such as Kura Kaupapa Māori, Kura a Iwi and Kōhanga Reo. |
| Residential special school |
A special school where students are residents – staying there during the term. |
| Resource centre |
A special school that may not have any students enrolled but which has staff who can travel out to support other schools and students in regular school settings. |
| Resource Teacher: Learning and Behaviour (RTLB) |
Specially trained teachers who work in schools to support staff to meet the needs of students with learning and behaviour needs. |
| Resource Teacher: Learning and Behaviour: An Evaluation of Cluster Management (2009) |
A report on the Ministry of Education service by the Education Review Office.
Read the report on the ERO website. |
| S |
| Satellite class |
Students are enrolled in a special school but taught in a satellite class, which is located within a regular school. Satellite classes have teaching and specialist support from their special schools. |
| SE 2000 |
The 1996 Budget brought in a new policy, Special Education 2000. The aim of SE2000 was to “achieve, over the next decade, a world class inclusive education system that provides learning opportunities of equal quality to all students.”
The policy had two major components:
- information, education and specialist support to assist families, schools and teachers to achieve the best possible learning environment for all students with special education needs
- a significant increase in funding to provide assured and predictable resourcing for individual students and schools.
|
| Section 8(1) of the Education Act, 1989 |
The section of the Education Act 1989 that states that people who have special educational needs (whether because of disability or otherwise) have the same rights to enrol and receive education at state schools as people who do not. |
| Section 9 of the Education Act, 1989 |
The section of the Education Act 1989 that relates to enrolment in special schools and receiving special education supports like ORRS. |
| Special Education Grant (SEG) |
A grant paid to every school, which is intended to be used by them to assist children with moderate special education needs. |
| Special education needs |
Any behavioural, sensory, cognitive or physical need that means a child needs extra assistance. |
| Specialist Service Standards (2006) |
Standards for the provision of specialist services in special education. |
| Special school |
A school that focuses on providing supports and education for children with special education needs. |
| Special unit |
A part of a regular school where a high level of support for students with special education needs can be provided while they study. |
| Supplementary Learning Support programme (SLS) |
Supplementary Learning Support provides 1,500 students with an additional 0.1 of a full-time teacher equivalent called a learning support teacher and some specialist support. Supplementary Learning Support supplements the support they are already receiving from existing special education initiatives. |
| T |
| Tamariki |
Children. |
| Teacher’s aide |
A teacher’s aide is someone who assists teachers to include children with disabilities in class and school. Their duties may include helping students with learning as well as meeting personal care needs and ensuring student safety and the safety of others. |
| Transition |
When a child or student moves from one setting or service to another.
The main transitions are between different special education services, into school from early childhood education, between different levels of schooling, and as they leave school to go on to further education, training or employment. |
| U |
| United Nations Convention on the Rights of Persons with Disabilities |
An international convention that New Zealand adopted in 2008, which among other things, requires New Zealand to promote access, inclusion, empowerment, equality, and the right to education.
Find out more about the UN Convention on the Rights of Persons with Disabilities. |
| V |
| Value for money |
This refers to how efficient services and supports are (ie the cost to deliver) and how effective they are (the outcomes produced). A service or support is value for money if it produces the required outcomes at the least possible cost. |
| Verification |
This is both the process of having eligibility for ORRS confirmed and the ‘status’ of an ORRS students, that is, an ORRS student may be verified as either high or very high needs. Different levels of support are provided to ORRS students depending on their verified level of need. |
| W |
| Whānau |
Family. |
| What Students with Disabilities and Special Education Needs Say About Great Teachers |
A Ministry of Education brochure produced in 2007 |
| Whole-of-school programmes |
Whole-of-school programmes aim to build the capability of the school as whole, including teachers, principals and support staff via training, education and the provision of information. |
| X |
| Y |
| Z |