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New Zealand : Internal school organisation

Last updated: 05-Jul-2005
4.5 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
4.5.1 ORGANISATION OF TEACHING GROUPS
4.5.2 STUDENT PROGRESSION THROUGH SPECIAL PROVISION
4.5.3 CLASS SIZE
4.5.4 TEACHER SPECIALISATION

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4.5 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION

[SEE 3.2.5]

THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES

4.5.1 ORGANISATION OF TEACHING GROUPS

INFORMATION BEING COLLECTED.

4.5.2 STUDENT PROGRESSION THROUGH SPECIAL PROVISION

INFORMATION BEING COLLECTED.

4.5.3 CLASS SIZE

INFORMATION BEING COLLECTED.

4.5.4 TEACHER SPECIALISATION

In New Zealand, there are various types of specialist teachers employed in this area of education. Funding is provided through the five main programmes detailed in sections 2.1.4 and 3.2.5, to ensure that specialist teacher provision is available to students with special needs who are in mainstream education.¹¹

The following exist:

• Resource Teachers: Intellectual Impairment (RIIs)
• Resource Teachers: Physical Impairment (RPIs)
• Resource Teachers: Sensory Impairment (hearing/vision).

These specialist teachers for students with intellectual and/or physical impairments or for students with hearing or vision impairments usually provide a peripatetic service for students in their local area,⁹ that is to say, they are attached to more than one school.

• Resource Teachers: Learning and Behaviour. As part of the Special Education 2000 initiative, the "Resource Teachers: Learning and Behaviour" (RTLB) service was implemented in 1999. This service focuses on providing specially trained teachers to assist clusters of schools with students with moderate learning and behaviour difficulties. As the RTLB initiative is largely preventative, RTLBs primarily concentrate on ensuring support for students in Years 0-10 (ages 5/6 to 15/16). Their role is to provide support for students who are at risk of low achievement due to learning and/or behaviour difficulties, as well as to provide support for the teachers of these students. School clusters themselves decide how and where their RTLBs work.⁹

Since the beginning of 1999, an additional part-time teaching component (0.1 full-time teacher equivalent for students with high needs and 0.2 full-time teacher equivalent for those with very high needs) has been allocated to students who are on the Ongoing Resourcing Scheme or the Transitional Resourcing Scheme (see section 2.1.4), wherever the child attends school. This recognises that students with special educational needs should be recognised first and foremost as a school student - and receive the appropriate entitlement to teaching as other students do - but with an identified need for additional teaching.⁴

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