A vision for students with special education needs

Students with special needs say

‘I want to be treated like everyone else in the classroom.’^ix

‘I want to have the teacher understand my disability but not to have attention [drawn] to it when it’s not needed’ and for ‘the teacher to have good contact with my parents.’^x

‘If I could say just one thing to [disabled children all over the world], I would tell them, never give up on your hopes and dreams. Hopeless though they may seem, if you believe that you can achieve, then nothing can stop you.’^xi

Government wants to be sure that

The education system is preparing all students to be successful citizens in the 21st century.

It is getting the best outcomes for all students for the investment that it makes.

Services for students are provided efficiently and are value for money.

Parents and caregivers say that they want^xii

‘What all parents want for their children: for them to feel included, for them to take their place in society when they are adults, for them to have friends, enjoy recreation activities, to form relationships and marry.’

‘A system where the teachers really care about us and our children, where we have a good relationship with the school, and where the school has a ‘can-do’ attitude.’

‘To be able to choose the best learning environment for our children and to have information about our options.’

‘To have holistic development of our tamariki (children), for them to be proud of their Māori heritage and for their language and culture, and that of others, to be respected’.

Schools and educators say that they want^xiii

‘For students to become independent, feel valued; have friends, be happy and to be free from bullying.’

‘Wider specialist support, available earlier and more training in special education needs.’

‘Ideally, more resources for teachers, teachers’ aides and a special education needs coordinator in every school.’

‘A coordinated approach where schools and support agencies work together to help students achieve their potential. This means having case management and problem solving opportunities.’

The disability community says that it wants

‘For kids to be kids, to laugh and have fun, to have big dreams, to be with family that have hopes and dreams for us, to have friends in and out of school time, to take risks and not be smothered, to be safe and not be bullied.’

Rights: to be welcomed, included, and to learn and participate socially in typical classrooms in local schools with great teachers who know we can succeed.

Reciprocity: to learn from those around us, and for those around us to support us, to learn with us, and most importantly for all our futures, to learn FROM us.

Identity: to be no more “special” than anyone else, yet to have what makes each of us different affirmed, and to meet with and learn from others like ourselves.

Change: to recognise that all learners, not only us as disabled learners, have individual needs to be met. This means not seeing and assessing us as having deficits and in a demeaning way.

‘For us to be included and have our needs met in all roles, for example, as disabled parents and as disabled teachers.’

‘Through education, for all of us to learn and grow to be active citizens: continually learning, having friends, real jobs and enough money, things to do that are meaningful or of interest, a place to call home, loving relationships, and leaving behind a world better for our being here.’

Life in the community

Students with special education needs, like all students, go to school to learn skills and to prepare for a life in the community. Their learning includes the NZ Curriculum; it also includes building social skills, making friends, taking part in sporting and cultural events, developing confidence and independence, and contributing to and being part of their community.

As we consider the potential to change how students with special education needs are supported we need to maintain a focus on having a system that develops and empowers students to fulfil their potential. Students with special education needs have the same needs as other students. What is special is the level, intensity and type of support that they need.

We need to be aware of the risk that students with special education needs are seen as separate and different from other students and, as a result, are labelled and are not provided with the opportunities they need to fulfil their potential. There is also a risk that some students with special education needs are not identified and as a result are not provided with appropriate support. This is a particular risk for students with moderate needs.

A key aim of special education support is to teach students strategies to manage their disability in mainstream settings. For example, we teach a student with autism spectrum disorder techniques for interacting with others and communicating, rather than keeping them apart from others because their behaviour is difficult or unexpected.

The way that students with special education needs are supported has changed significantly over the last two decades. Education settings are more flexible and there have been shifts across government to improve the rights of people with disabilities, to change attitudes and to improve services and supports.

Our challenge today is to build on the positive changes, make them a reality for all students and continue improving upon them. The following list features aspects of the current system that serve students well now and are likely to serve students well into the future.

• All students should be supported to learn according to their needs and to reach their potential ie those with the greatest needs receive the greatest support.
• All students are legally entitled to go to their local school.
• All students are expected to learn under the New Zealand Curriculum.
• Services and support for students with special education needs are organised around their needs, ensuring that students are supported at their chosen school and the detailed decisions about services and support are made as close to them as possible.
• The Government can predict and manage costs.
• Services and support for students with the greatest needs are portable and equitable.