Questions and answers that may arise around the Review of Special Education

1. Why is Early Childhood Education Early Intervention not a focus of the review?
   The discussion document is a direct response to where the most concerns have been expressed, and that is in the schooling sector. We welcome any input from the Early Childhood Education (ECE) sector into the discussion document. Anything that comes out of the review around ECE Early Intervention will be fed back to the ECE sector. Although Early Intervention and ECE have been excluded from the scope of the review, there may be implications from the review for early childhood services especially when the issue of effective transitions for children with special education needs is considered within the review.
2. What is the aim of the review?
   The review aims to ensure that students with special education needs participate in education and leave school equipped with the skills they need to fulfil their potential. This means looking at current policies and processes to ensure that they are fair and consistent, reach those most in need, and make the best use of the funding and resources available. The discussion document is a key part of the review.  
3. What is the primary focus of the review?
   The review focuses mainly on students with high and very high special education needs that are at school. The review is not looking comprehensively at services and support for children in early childhood education or for students with moderate special education needs, (although there is an overlap with these areas). The key issues in the discussion document are:
• successful schools – this is about making changes so that all schools are confident and capable in welcoming and teaching students with special education needs
• changing the way that schools work together – the discussion document is looking for feedback on how to improve the interactions between regular schools, special schools and the Ministry of Education
• improving transitions – ensuring that students have the support they need as they transition into school, within the school system and from school to post-school settings is critical to achieving good outcomes in the longer term
• improving interagency working – this is about improving the interactions that students with special education needs, their parents, family and whānau have with government agencies, and the interactions between agencies and non-government agencies
• allocating and using funding and other resources – it is critical that the way the funding is allocated is fair and efficient. The discussion document asks for feedback on how things work now and how the system could be improved.
• improving the quality of services – this is about improving quality within the constraints of New Zealand’s geography and widely spread population.
• improving accountability – there is room to improve the accountability for student outcomes within the system and strengthen the arrangements that we have for resolving issues when things do not go well.
Behaviour services and school property matters are also not included as there is work under way elsewhere in Government on these issues.
4. The discussion document gives people a series of options to consider as they provide feedback. Are you open to other ideas or options – or only those you’ve mentioned in the review document?
   All ideas and suggestions are welcome and will be considered. The options put forward in the discussion document are there to guide people’s thinking. 
5. Will the review result in more money being spent on special education in the future?
   The review is being done on the basis that there will not be any more money for special education. The review is looking at how we can get the most from the money that is currently available for special education:
• an annual spend of $450 million
• new funding that was announced in 2009 of $18 million a year.
6. What other reviews or contexts does this review take account of?
   The review is being done within the framework of the United Nations Convention on the Rights of Persons with Disabilities and the New Zealand Disability Strategy. The review reflects the findings from the Office of the Auditor-General’s performance audit of how support for students with high special education needs is managed. This report was published last year. The review also builds on previous work such as the Review of Special Education 2000 and the 2004 consultation on “Let’s Talk”. 
7. Does the review signal an end to the policy called SE2000?
   No. However, much has changed since that policy was developed and the Government needs to know what is working well now and what needs to change. 
8. Will the review take away a child’s right to attend their local school?
   No. The Education Act 1989 provides the right for children with special education needs to attend their local school. 
9. Does the review look at how the Education Act is enforced?
   Ensuring that practice is consistent with the Education Act should not rely on the Review of Special Education. It is part of business as usual. However the review does look at how we should strengthen accountability arrangements, and being consistent with the law is fundamental for all schools. 
10. I believe my child should get more specialist support. Will the review address the need for more?
    The review is not looking at how much support an individual student gets. However the amount of specialist support, the quality of services and the Ongoing and Reviewable Resourcing Schemes (ORRS) are within the scope of the review.

Process and timeframe

10. What’s the timeframe for providing feedback on the discussion document?
    People have until 19 March 2010 to read the discussion document and provide their feedback. 
11. Can anybody provide feedback?
    Yes. We want to hear from everyone with an interest in special education.
12. How do we provide feedback?
    You can make a submission by:
• going to http://www.minedu.govt.nz/RSEDiscussionDocument and filling in the electronic feedback form (this is our preferred way to get your feedback)
• posting the form in the printed version of the discussion document and sending it to Review of Special Education consultation, Ministry of Education, PO Box 1666, Wellington 6140
• sending an email to SE.review@minedu.govt.nz [no spam]
• sending a fax to 04 463 8254.
13. Can group submissions be made?
    Yes, group submissions can be made. Please just tell us who your group is (for example, if you are a group of parents or teachers). 
14. Can we make an oral submission?
    Yes. Once written submissions have closed, the Associate Minister of Education will convene a panel to enable submitters to present the key points of their submission to the Government. The panel will meet in Auckland, Wellington and Christchurch and will endeavour to hear from as many submitters as possible. If you wish to present to the panel please state this in your written submission and provide your contact details. 
15. What support is available to people wanting to provide an oral submission?
    If you need help to make your oral submission (for example you may need a sign language interpreter) please tell us when you make your written submission. Please note that people making an oral submission will be responsible for their own travel arrangements and travel costs. 
16. Who will analyse public submissions and can we see what others have said?
    The Ministry of Education will analyse all the feedback from the consultation process. A summary of submissions will be put on the internet (the details of those who made submissions will remain confidential). 
17. What happens after all the feedback is analysed?
    The Ministry will take the summary of all the feedback, other research, evidence and analysis and will develop advice to the Government about the future of special education provision. This advice will be provided to Government in the middle of the year.