Progress report - 2008
Objective 3: Provide the best education for disabled people
| Agency | Project | Project Aim | Achievement |
|---|---|---|---|
| Ministry of Education www.minedu.govt.nz |
Development of assessment tools | To promote effective assessment for learning for children and students who require adapted curriculum because of their special education needs. | Canterbury and Massey University have been developing and evaluating assessment exemplars [a teachers’ guide is to be reported on in November 2008]. Preparations are well advanced for professional learning and development support which will start in Term 4 in 2008 for six terms before repeating in other regions. |
| Preparing teachers to work with diversity | To circulate a consultation document Becoming a Teacher in the 21st Century for feedback in September and October 2007, and to report recommendations for change to Cabinet in early 2008. | Cabinet agreed in May 2008 to improvements in initial teacher education and mandated more policy work to ensure new teachers are well prepared to teach all students, including Māori and Pasifika students, and students with special education needs. | |
| Autism Spectrum Disorder (ASD) guidelines | To publish the ASD Guideline, providing evidence-based effective services and support for people with ASD. To develop a suite of research-led, ASD-specific initiatives that address disparities in educational achievement for children and young people with ASD. |
The ASD Guideline was launched on 2 April 2008. Ministry of Education has: • jointly funded the development and publication of the NZ ASD Guidelines with Ministry of Health. Approximately 6,000 copies of the full Guideline and 8,000 copies of the summary were distributed • commissioned technical reviews on Applied Behaviour Analysis (ABA) interventions for people with ASD • provided ASD-specific parent education programmes (jointly funded and co-purchased with the Ministry of Health) • developed a national network of ASD Early Intervention Development projects. Twelve project teams have been established, together supporting 57 children with ASD, their parents, whānau and early childhood education teams • published Tips for Autism, whole team professional learning and development for those supporting primary school age students. In 2007/2008 seventy teams took part in the four-day programme for parents/whānau members, teachers, teacher aides, other school personnel and specialist service providers • funded a three-year independent evaluation of Tips for Autism. The results of the first year are highly encouraging • funded introductory ASD-specific professional learning and development for specialist teachers. 120 teachers took part in the three-day training modules during 2007/2008 • distributed a booklet for teachers on supporting students with ASD in classrooms. 8,000 copies of the revised edition have been distributed, and a further revision and reprint commissioned • developed and maintained up-to-date information on ASD, available through websites and email distribution, including the main Ministry of Education website and community websites • convened the ASD Intersectional Advisory Group and ASD Guideline Steering Group, with the Ministry of Health. Both groups met once during 2007/2008. |
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| Guidelines for schools | To develop a guide for principals and staff to assist them to communicate with parents about the extra educational support available. | A guide for schools providing information about extra educational support for individual students is currently in draft format. The guide provides a profile of the needs of students who may be eligible for extra support, what help is available, how to get it, and what to expect throughout the process. The guide covers a range of support areas relating to disability and will be distributed at end of 2008. | |
| Survey on special education resourcing | To undertake a national survey of special education resourcing to better understand the way in which this resourcing is used by schools in providing for students with special education needs. | The Special Education Resourcing survey has progressed in 2007/2008. Fieldworkers visited 250 schools and interviewed key stakeholders including parents, Board of Trustee members and special education teachers. The final report is expected in December 2008. The results of the Special Education Resourcing survey will provide information to inform policy development and decisions about priorities for future investment. | |
| Special education itinerant teacher evaluation tool | To collect data at four schools using the Special Education Itinerant Teacher Evaluation (SEIT) tool, and to roll out the evaluation tool to other special education itinerant teacher programmes in 2008. | The four schools involved in developing the SEIT Evaluation tool have continued to refine the data collection process and to collect data The SEIT Evaluation model has been rolled out to three Auckland districts. Kelston Deaf Education Centre has also considered its relevance to their itinerant teaching service. |
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| Property modification | To increase accessibility in schools for disabled teachers and students. | $18.2 million allocated for special needs modifications in 131 mainstream schools. | |
| Assessment | To amend the Board Assurance Statement (BAS) and Schools Self-Audit checklist, which is used by Boards of Trustees, and audited by ERO, to ensure schools comply with their responsibilities. | ERO has amended the BAS which asks whether Boards, through the principal and staff, have: • ensured that teachers of students with disabilities, and other contact staff understand the learning needs of students with disabilities • where necessary, put in place support systems centred on each individual with disabilities • ensured that Special Education Grants (SEG) funding is used to benefit students with moderate special learning and behavioural needs • ensured that funding and staffing generated by ORRS students is used for their benefit • provided access and facilities for disabled people to and within buildings • anti-bullying programmes include a focus on disabled students. |
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| National Library of New Zealand www.natlib.govt.nz |
Sign language policy for users and staff | To develop a Sign Language policy. | A Sign language Policy is being developed to meet the needs of both Deaf Library users and staff. Library staff were offered the opportunity to learn NZSL through “taster classes” and NZSL training onsite during New Zealand Sign Language Week held between 5 - 11 May 2008. |
| Print disabilities collection | To offer audio books to print disabled clients to supplement audio books available from school and public libraries. | The Print Disabilities Service Unit is now fully staffed with 2.8 permanent full-time equivalent staff. A new Print Disabilities Service Librarian has been appointed. Focus has been building relationships between the new staff and clients, and other organisations eg. Royal New Zealand Foundation of the Blind. The Collection has 13,500 audio books (tape and CD formats) with 1558 new items. The Print Disabilities Service send approximately 4000 items per month to clients with 77% or 10,500 items out on loan at any one time. |