03. A network of successful schools

Many parents and caregivers like the opportunities regular schools, including Māori-medium settings, provide for children to be involved with other children in their neighbourhood and in regular school activities. Usually, parents also prefer that all their children attend the same school, regardless of whether they have a disability. Some whānau, parents, caregivers and students prefer regular schools because for many, they are closer to home.

Some prefer special schools, satellite classes and special units because they allow for a higher concentration of specialist supports to be provided to students that would be more difficult to provide in regular school settings. Residential special schools also can provide ‘respite’ care for the families and whānau of children with disabilities.

However, some parents, caregivers and principals think that the current process for getting approval for enrolment in special schools is either unnecessary or too difficult. They want open access to special schools.

Others think that there should be no special schools and that the best option is for all students, regardless of their level of need, to be enrolled in regular, inclusive schools and supported in those settings. Four main options for access to schooling (and for the network of schools) have been identified and are discussed in this section.

There are other options that are not included, such as all students with special education needs attending special schools. This is not covered because it is not consistent with the policy direction and commitment of Government to the New Zealand Disability Strategy and the United Nations Convention. However, when responding to this section you can put forward options that you think should be explored, even if they are not covered here.

You should also note that any change that might occur as a result of the Review of Special Education will not happen overnight. Depending on the scale of changes, they may occur over a period of years to allow for changes to be absorbed without causing undue disruption.

Option A - The current system

The current system provides for a mix of educational options and choices for parents but it is criticised by those who favour a system without special schools. It is also questioned by people who think that the Ministry makes it too hard for students to enrol in special schools. The current system provides choice for those who think special schools have a role in meeting some needs and for those who think most students have a better future in regular schools.

Option B - No special schools

This option would mean closing all special schools and their satellites. It would also mean helping all regular schools to include and educate all children, regardless of their level of need. It may also mean increasing the number of schools with special units.

Under this option, parents, whānau and caregivers would not be able to choose to send their child to a special school.

Option C - Special schools as resource centres

This option would mean the current skills and knowledge in special schools would be used to support students in regular school settings or in special units in regular schools. No students would be enrolled in special schools.

Residential special schools would close and special school teachers and specialist staff would need to travel and move between regular schools to help meet students’ needs.

This option could involve increasing the number of schools with special units, recognising that extra support may be needed to do this. This option would combine the strengths of special and regular schools but mean parents and caregivers would not be able to choose to send their child to a special school. Schools are funded on the number of enrolments. If special schools become resource centres they would have no enrolled students, or a notional roll, requiring a new way to fund special schools as resource centres and out-reach services.

Option D - Current system but open access to special schools

The only difference between this option and the current system (Option A) is that parents and caregivers could directly enrol their children in a special school, without needing prior assessment that it is an appropriate option from the Ministry of Education. Option D may lead to special schools expanding and could mean funds have to be diverted to support this from elsewhere in special education.

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Implications for the Ministry of Education

The last three options have implications for the Ministry of Education. For example, increased use of special schools as resource centres may mean a reduced role for the Ministry as a provider of specialist services.

Instead, resource centres may provide specialist teacher services to schools and/or specialist services, such as psychologists or speech-language therapists alongside the specialist teacher service.

Changes to the funding model could mean that more services can be delivered by private providers serving fundholders and schools. The implications for the Ministry will be considered further once the results of consultation are available.

Question 1a
What is needed to help schools succeed?

Question 1b
How could schools work together to succeed?