Figure 1.--. |
|
New Zealand schools have given great attention in recent years to meeting the special needs of children with disabilities. Condiseable resources are now being devoted to this effort. as a result children who once would have been institutionalized or taught in special schools are now being nmain streamed into ordinary schools accross the country. Educators are hopeful that both the disabled children and the ordinary New Zealand student will benefit. It has been a costly undertaking, but so far it seems to be working.
Special education services have been developed for children with disabilities, learning or behavioural difficulties who have been identified as needing alternative
resources to those usually provided in regular education settings. Students with special education needs are provided for in a range of educational settings, including
special schools, special education classes in regular schools, and mainstream classrooms. The majority of students with special education needs receive education in
a regular class setting.
Parents of children with special education needs have the same rights to enrol their children at the school of their choice as other parents. It is against the law for any
educational institution to treat a student differently (for example by denying or restricting access to any services) by reason of any disability. The Education Act
(1989) gives the Secretary for Education the power to direct an enrolment at a particular facility if a student's special education needs cannot be met in the setting of
first preference.
Parents, schools and special educator's work together to get the best outcomes for students with special education needs. If necessary, buildings are modified,
special equipment is provided and extra staff are appointed to help teachers. Advisers help teachers develop suitable programmes for the individual child.
If a child's needs cannot be met within the ordinary school system, a number of other services are available. Students needing long-term hospital care can do their schooling in hospital. Some hospitals have registered state schools while others may have classes on site which are administered by local schools. Residential special schools provide teaching and live-in care for children with major learning, behavioural or emotional needs. Children with sight or hearing disabilities may attend mainstream schools and may also have the opportunity to attend specialist residential schools.
Health camps, which children in need of rest and recovery may attend for short periods, have both classroom and outdoor educational programmes.
Special Education 2000 was first announced in the 1996 Budget. Its aim is to develop a fair and more consistent way of resourcing students who have special
education needs. Students will receive the support they need for learning wherever they may be and according to their level of need. Special Education 2000 is a big and complex project. That is why it is being phased in over 4 years, beginning in 1997 with the Special Education Grant (SEG) which funds schools to help students with moderate needs in areas such as learning and behaviour.
The other major parts to this policy are: the Ongoing Resourcing Scheme (ORS) will assure students with high and very high special education needs of ongoing resourcing for as long as they need it during their school years; the Transitional Resourcing Scheme (TRS) for five to seven year olds with high special education needs; a programme for students with severe behaviour problems which is being implemented nationally. This will help schools work with students with learning and behaviour difficulties in classrooms; additional funding is being provided to help students with speech- language difficulties, especially those in the early school years where assistance will be of greatest benefit; funding for children with special education needs in early childhood education is also being increased.
The reaction at New Zealand schools has varied, but been generally very positive. Some staff object to imevitable occasional disruptions, especially when attempts are made to mainstream disruptive children. Others complain of the resources involved. Some students have individual staff members assigned to them for assistance during the day. Most staff members, however, see the long-term potential benefits to the children if the mainstreaming works. The student reaction is particularly interesting. As is widely known, children can be cruel if not properly guided. The reaction of the students to the disabled children, even the mentally disabled, has in the schools we visited been very positive. Many disabled children have made friends who help them during the day. The fact that many chools still have architechural barriers, makes this assistance imprtant. Disruptive students are generally just ignored. One of the goals of the program is for ordinary students to meet and learn about the handicaps that disabled children face every day. This is happening and fpr the most part NewcZealand students have been touched by the way disabled students confront and deal with their disabilities.
