Introduction

In November 2009 the Government announced the first phase of additional support using this moneyⁱⁱ and the feedback from this review will, among other things, inform the Government’s thinking about the best way to continue expanding support for students with the highest needs using this money.

The United Nations Convention on the Rights of Persons with Disabilitiesⁱⁱⁱ and the New Zealand Disability Strategy^iv set the high level framework for the review. From the New Zealand Disability Strategy the Office of Disability Issues has developed an overarching outcomes framework^v. That framework, along with a number of recent reports such as that of the Auditor-General, informs the review^vi.

Students may have special education needs because they have a physical impairment, a learning disability, hearing or vision difficulties, or struggle with learning, communication or getting along with others. The review focuses on special education services provided to school students aged up to 21 years with high and very high needs; children in early childhood education are included as they transition from early childhood education settings to school, but the review is not looking comprehensively at services and support in early childhood education settings.

The review is also not considering behaviour services and school property matters as work is under way elsewhere in Government on these issues. In undertaking the review, we are fortunate to be able to build on work done in previous years that has looked at special education services and supports in detail. For example, the Review of Special Education 2000 by Dr Cathy Wylie and the extensive consultation in 2004 known as ‘Let’s Talk’.

Many students with special education needs find that their time at school prepares them well for life in the community; others do not find their school years rewarding and empowering.

All students need support to learn and across the education sector there is work going on to personalise learning for students. This document is focused on students with special education needs who benefit from extra help, adapted programmes and learning environments, or specialised equipment or materials. These types of services and support assist with learning under the New Zealand Curriculum and Te Marautanga o Aotearoa. Special education is also part of the government-wide network that provides disability supports. Across government, agencies are working toward people with disabilities living in a society that highly values their lives and continually enhances their participation^vii. Ensuring that the linkages with other government sectors, such as the health and welfare sectors, are working well is an important part of the Government’s review.

This document proposes a vision for how special education services and support could work in the future and seeks your feedback on ways to achieve it.

In undertaking this review the Government is guided by the following principles^viii:

• every child and young person reaches their potential
• education must be accessible and available to every child and young person. Access to additional resources and services for those with special education needs should be fair and consistent
• education must provide value for money and deliver the best outcomes for every child and young person
• every child and young person has the right to expect high quality education and professional services
• families and whānau should have choices and be actively involved in decisions that take into account the child or young person’s best interests and cultural context
• all involved have a shared responsibility to work effectively and collaboratively to achieve the best outcomes for children and young people with special education needs 
• options for special education must assume no new money in special education (beyond the $18 million per year).

The full terms of reference for the review and additional information can be found on this website.