See section 1.2 of the mainstream New Zealand Archive in addition.
In New Zealand students with special needs were excluded from state education at its inception in 1877.1 At this time the education of such students was not perceived as a state responsibility. Consequently, children who were blind, deaf, or physically or intellectually disabled were educated largely by churches and voluntary organisations.4
During the first half of the twentieth century, there was an increasing acceptance of the right for some children with special educational needs to have an education financed by the State. By 1944, some classes for children in hospitals, health camps, special classes and correspondence school classes had been established for students who had difficulties in learning. There were also two special schools (day schools) for school students with an intellectual disability. From the 1960s through to the 1980s, there was a move to educate an increasing number of students with special educational needs on regular/ mainstream school sites.4
In 1987, the Education Act was amended to provide for the special education of persons under the age of 21 in schools, special schools, special classes or special clinics or from special services. Entitlement to full inclusion into the state education system of students with disabilities was ultimately achieved by 1 January 1990, with the introduction of the 1989 Education Act.2,4
Today, special education services have been developed for children with disabilities, learning difficulties or behavioural difficulties, who have been identified as needing alternative resources to those usually provided in regular education settings. Students with special educational needs are provided for in a range of settings, including special schools, specialist facilities in regular schools, and mainstream classrooms. The majority of students with special educational needs receive education in a regular class setting.6
One of New Zealand's National Education Goals (see section 1.2.1 of the mainstream New Zealand Archive) is 'success in learning for those with special needs by ensuring that they are identified and receive appropriate support'. In practice, this means that schools must demonstrate that their programmes are designed to meet the educational needs and interest of all their students. The Government does provide funding support to schools for students with high needs. Other students with special needs are provided with government assistance in the form of additional grants, special education teachers and some hours of assistance provided by part-time teachers, teacher aides, specialists, therapists and paraprofessional assistants.3
'Success in learning for those with special needs' is also one of the national education aims for the 21st century, see section 1.2.1 of the mainstream New Zealand Archive.
Special Education 2000
New initiatives in special education were also implemented in New Zealand from 1999 onwards under the Special Education 2000 programme. This programme, which was first announced in the 1996 New Zealand budget, was designed to enhance resourcing for students with special educational needs and to:
enable schools, their parents and communities to have flexibility and choice to best meet the special education needs of their students.9
Most students in New Zealand with special educational needs are in regular, mainstream classes. However, under the provisions of Special Education 2000, there was no intention for all students to be mainstreamed. Consequently, some students remain in specialist facilities in regular/mainstream schools, or in special schools, as the preferred option.9
Through the Special Education 2000 initiative the Government was aiming for:
all students …(with special education needs)….. to be resourced according to their individual needs, not according to where they go to school.9
The government-specified aims of Special Education 2000 were that young children and school students with special educational needs should:
Maori education strategy
In addition to its programmes for students with special needs such as physical impairments or behavioural difficulties, the Ministry of Education also has a strategy for students who speak New Zealand's main minority language, Maori. The Ministry's strategy for Maori education ('Nga Haeata Matauranga') was first developed in 1991 and is revised each year as progress is made. In 1999, for example, it focussed on:
Pacific Islands Education Plan
New Zealand has a significant and growing Pacific Island population with its own unique educational needs. The importance of meeting these needs is growing, with Pacific Islands' students showing lower levels of achievement than other students at senior secondary level in particular. A formal education plan was consequently developed specifically for Pacific Island education. Its name 'Ko e Ako a e Kakai Pasifika' means 'education is the key to unlocking the potential of the Pacific Island community to pursue its own self-betterment'.6
The Ministry of Education developed a draft plan in consultation with representatives from the various Pacific Island communities. These include the Samoan, Cook Islands, Tongan, Niuean, Tokelauan and Fijian communities. Areas considered for policy development included:
The plan brings together information and policy programmes designed to support the increased participation and achievement of Pacific Islands students in all areas of education, from early childhood through to post-compulsory upper secondary education and training. In the school sector, the plan aims to support initiatives that will raise the achievement levels of Pacific Islands students in the essential learning areas. (For full details of the essential learning areas of the New Zealand Curriculum, see section 5.2.2 of the mainstream New Zealand Archive.) The plan continues to be refined, revised and adapted to reflect the changing needs of Pacific Islands people.6
See 'Pacific Islands Education Plan' and 'Maori education strategy' under section 1.2.1 above.
Education for gifted children
In 2001, the Government set up a Ministerial Working Party on Gifted Education. This Working Party was responsible for the development of a strategic plan for gifted education and, as such, sought to respond to the following questions:
As a result of the final report and recommendations of the Working Party on Gifted Education: