Success for All The government’s vision for doing better for learners with special education needs How we organise the resources and efforts of all, supported and linked to….. Professional learning & development Professional learning for schools and leadership ERO’s focus RTLB transformation PB4L Deaf education UN Convention SAF, Pasifika NZ Disability Strategy What we do well now Review of special education Ka Hikitia

Shift from hereto here 50%actions to lift 80% 30%inclusive practice sit under 20% 20%these themes Lift capability Accountable for doing the right thing Additional services Better use of expertise Making it easier for parents/whānau and others to work with us Changing attitudes

From rhetoric to reality ► 1989 to 1998 – rhetoric on inclusion ► 1998 SE 2000 – resources, resourcing framework ► 2010 onwards – make it reality ► By 2014 all schools demonstrate levels of inclusive practice, with 80% highly inclusive

The review of special education 22% said the professional development of teachers and other school-based staff is the single most important change for them 15% said attitudes toward students with special education needs had to change and inclusiveness actively promoted and what parents told us

The review of special education Almost two-thirds want a system that offers choice with access to classes within regular schools About 20% said trainee teachers need more and better training about special education. Nearly 30% said ongoing teacher education was needed. and what parents told us

The review of special education About 40% want improved internal systems and processes within schools, emphasising strong leadership, governance and whole- school professional development. They all said teachers with the right skills and knowledge were needed. and what parents told us

Parent quotes “Teachers need to be trained at the bachelor of teaching and learning degree. They need a full placement (12 weeks) in special education, so that they can truly get a feel for special needs. They can see children being looked after from a health and educational perspective. They can view how to adapt a curriculum to suit all learning needs. They need to learn empathy for our kids who are all different and unique. They need disability awareness.” [Parent or caregiver]

Parent quotes “Schools need to create a place for disabled students, by educating non-disabled students and staff and initiating relationships between disabled and non-disabled students. Walking through college [with my son] is like being at the zoo, except that we are the ones behind bars! Not once was [my son] presented as the first unique learner at college! For over two years, we have felt that inclusion for college meant squeezing him into the mould of all other students. It’s like trying to squeeze a circle into a square!” [Parent or caregiver]

Skills and knowledge Attitude Resources & services Success for All

A reminder - what we haven’t changed Current funding framework Emphasis on early intervention Commitment to UN Convention and the NZ Disability Strategy

What we haven’t changed Evidence-based practice Strongly networked services Commitment to Māori and Pasifika Efficiency – looking at doing things better

It’s more than recommendations ► Recommendations are the minimum ► Commitment from everyone in the system to children with special education needs and their families/whānau

Communicating and delivering ► Working with others to ensure effective implementation ► Making Success for All – Every School, Every Child the work of everyone in the system ► Working with the Office for Disability Issues on campaign to change way New Zealanders think about disability

Supporting boards, principals and teachers ► Revise professional development and training programmes for school boards and principals to include special education ► Link in with school development and professional learning opportunities in the new Student Achievement Function

Supporting boards, principals and teachers ► The Teachers Council has published their expectation that special education needs is a core competency of all teacher training programmes

Additional services ► $51 million over 4 years to fund 400 students in ORRS extension and increase of about 700 students meeting current ORRS criteria. (Budget 2009) ► From 2012 onwards this is an additional $18 million per year ► A further $6.4 million a year to Ministry specialist services for 1000 additional children 5–8 years with communication and learning difficulties (Budget 2010)

Better use of expertise ► Aggregating fragmented teacher and teacher aide resources for about 600 ORS funded vision and/ or hearing impaired students to three national/ regional schools - BLENNZ, Kelston, van Asch (to take effect from 2012). ► Encouraging and supporting special schools and other schools to provide outreach specialist teaching services to ORS students.

Making it easier for parents/whānau ► Create more flexibility in resources available to students with special needs to support more effective transitions from school (A report back on options) ► Joined up services, funding criteria, better information sharing on behalf of parents (A further report back on options) Agencies working together

When things go wrong ► Develop a proposal for a mediation and disputes resolution service ► June report back to Cabinet Making it easier for parents/whānau

Effectiveness and efficiency ► Develop and report back on options to amalgamate and enhance some special education initiatives ► Develop options for better value from special education transport ► Reduce bureaucracy students face to enter ORS if they clearly meet entry criteria

Some questions to consider In your experience, what are the indicators of an inclusive school? What are the barriers to inclusive practice? How do you think inclusive practice could be advanced through professional learning and development? Resetting the agenda on special education and inclusive practice – your ideas.....

School indicators All schools welcome children with special education needs Presence Enrolment and induction Identifying student needs and strengths

Participation and engagement Links with families Coordinated services and support School-wide culture Relationships with peers Classroom teaching Extra-curricular involvement Learning supports Professional development and support Culturally responsive

Achievement Students with special education needs are achieving Benefits to mainstream students