from 1877 onwards New Zealand introduced a centrally funded system of regionally controlled schools. Schooling was available for all children from the ages of 5-15 years and compulsory for children from the ages of 7-13 years. The exception to this was children who could not attend due to illness of geographical location.
Gave disabled children the right to enrol in their local school.
Came into force in 1990. New Zealand signed in 1993. In the child friendly version of the convention Article 23 states:
“You have the right to special education and care if you have a disability, as well as all the rights in this Convention, so that you can live a full life.”
Children who are identified as requiring support or resources beyond that of a regular school may receive special education.
Aimed to achieve a world class inclusive education for New Zealand over the following decade.
Three reports were produced by Massey University
The aim of this strategy is to ensure that all people in New Zealand are have the rights to inclusion, participation and opportunities. The strategy comprises 15 objectives. Objective 3 “Provide the best education for disabled people” deals explicitly with education.
The review report on 13 areas including: barriers to learning, improving learning for children with ASD, professional development, assessment, resourcing, behaviour screening, interim support funding, Early hearing screening and New Zealand Sign Language Act
This takes the form of an evidence-based summary to inform practice and decision making for professionals and families providing for individuals with Autism Spectrum Disorder.
Government 4 year plan building on the findings of the 2010 Review of Special Education. The vision is for all schools to be inclusive by 2014.
Over 2000 responses were received from the public in response to a Ministry of Education discussion document on special education.
Education Review office evaluation of the inclusion of students with high needs in mainstream schools reported that 20% of schools were fully inclusive and 35% were partially inclusive
The code draws from global and national legislation and policy
1. Increasing the number of inclusive schools through the 'Success for all - Every School, Every Child" initiative
2.Transformation of the RTLB service
3. Positive Behaviour For Learning initiative
4. Provision of culturally responsive services around early intervention, behaviour, communication and complex needs
5.Development of the workforce
6. Building productive partnerships
7. Monitoring Ka Hikitia
8. Ensuring fair and efficient systems and processes are in place
This new approach to IEPs sees the child as an active, capable learner with potential to learn within the class and the whole school setting. It ensures the child is engaged, learning, and an active participant and with a good relationship with the teacher. It values the child’s culture, language and identify and involves a collaborative team and a variety of assessment tools.