Education Review Office
New Zealand Disability Strategy Implementation Work Plan. 1 July 2005 – 30 June 2006
Introduction
The Statement of Intent for the Ministry of Education requires a quality education for all New Zealanders, and the Ministry has adopted as its mission ‘Raising Achievement and Reducing Disparity’.
In 2003 government published the Education Priorities for New Zealand which provides a framework for the New Zealand education system. There are four areas where the education system needs to deliver results:
- Providing all New Zealanders with strong foundations for future learning
- Ensuring high levels of achievement by all school leavers
- Ensuring that New Zealanders engage in learning throughout their lives to develop a highly skilled workforce
- Making a strong contribution to the knowledge base, especially in key areas of national development.
These areas are summarised by the two overarching goals for the New Zealand education system:
- Building an education system that equips New Zealanders with 21st century skills
- Reducing systematic underachievement in education.
The Ministry wants an education system that is more effective in meeting the needs of all learners, equipping them with life long skills for ongoing learning, and living and working in different and changing settings and worlds.
Reducing disparity means closing the gaps between the highest and the lowest achieving students. One area where this gap is evident is in the educational opportunities available for learners with special education needs and disabilities. Focusing on closing this gap and removing barriers to learning for these students will help to achieve objective three of the New Zealand Disability Strategy – ‘Provide the best education for disabled people.’
The Ministry is committed to focusing on three vital outcomes to raise achievement and reduce disparity. The three vital outcome areas are:
Effective Teaching for all Students
Effective teachers:
- have high and clear expectations of all learners’ ability to achieve
- have the knowledge and skills to be able to respond flexibly and appropriately to the needs of all learners
- build purposeful relationships with learners, families, communities and peers
- are part of a professional community
- are supported by employment and workplace conditions.
Family and Community Engagement in Education
- Families and whānau have high expectations and need to actively support and nurture learning
- Families and whānau have informed, positive relationships with educators that mutually support learning
- Communities have the resources, knowledge, leadership and skills to actively support and encourage learning
- Communities link with providers to ensure that learning is relevant to community needs and aspirations.
Development of Quality Providers
- Have strong leadership
- Are evidence-based and focus on increasing student achievement
- Support effective teaching and learning and build the professional capability of their staff
- Respond to the needs and aspirations of students, families, communities and employers
- Have clear and transparent governance systems
- Collaborate with other providers
Disabled students and those with special education needs will benefit from a focus on the vital outcomes as these areas have been shown, through research and experience, to make the biggest difference to improving education outcomes for all students.
,p>Engagement with the special education community nationwide showed encouraging alignment between the aspirations of parents and other key stakeholders and the Ministry’s vital outcome priorities.
All Ministry planning is expected to acknowledge the intent of the New Zealand Disability Strategy. Capability and capacity building coupled with evidence-based research will enable the Ministry to achieve its Mission of ‘Raising Achievement and Reducing Disparity’.
1) Promoting effective assessment for learners with special education needs
Desired Outcomes
Early childhood and school teachers are better able to diagnose learning strengths and weaknesses and provide meaningful learning opportunities for children and students with special education needs.
Increased development of teachers’ knowledge and skills in assessment for learning where a student requires an adapted curriculum.
Teachers have higher expectations for students’ learning and increased confidence to teach students with special education needs.
Description
This work will promote effective assessment of learning for children and students who require adapted curriculum because of special education needs.
Assessment exemplars will be developed by dedicated project teams of up to 18 people comprising teachers/specialists/academics who will meet 15 times over the period of a year.
The exemplars will be trialled and disseminated through information and communication technology, professional development, specialist and resource teachers, and Special Education staff. The development itself will form part of the professional development.
These resources will provide a focus for specialist support teachers and, where appropriate, mainstream classroom teachers. They will help them to lift expectations of learning, provide examples of student achievement against adapted curriculum goals, and support inclusive teaching practice through a focus on students accessing the curriculum alongside their age peers in regular and special schools.
Outcome measures and timeframes
A project plan will be developed for this work by September 2005 and will include timeframes for:
- Development and trialling of the exemplars
- Production and dissemination of relevant resource materials
- Providing and supporting professional development
- Evaluation of this initiative
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.1, 3.3, 3.6, and 3.7
2) Developing integrated schooling options for all learners with special education needs
Desired Outcome
Development of a longer term strategic approach and plan for providing schooling options for children with special education needs.
This approach will:
- improve access for disabled students
- enhance integration between existing providers
- build capability at regular schools
- promote local options for disabled students
- improve facilities in learning environments for disabled students
- involve community interests
Description
The ‘Learning Environments for Children with Special Needs’ project links property and special education work. The project addresses the need to guide interim property and planning decisions so they align with the future Ministry direction for special education. The project aims to take a fresh approach to proactively plan within a group of schools, across communities, and with a view to regional priorities.
The project is comprised of three parts:- Interim planning and investment guidelines – a learning environment stocktake/inventory to gain an accurate picture of existing provision, to quantify needs, and to explore quality and management issues on a regional basis;
- School property guide for Special Education needs - to ensure equitable entitlements across a range of schooling options for special education requirements; and
- A good practice guide – providing a broad understanding of good practice in New Zealand and overseas to expand future learning environment options, using evidence based research on learning environments and particular special needs, as well as global trends in good design.
Outcome measures and timeframes
The following deliverables will be completed during the 2005/06 financial year:
- Interim Planning & Investment Guidelines
- Develop a set of Guiding Principles to aid interim decision making for facilities for children with special education needs;
- Complete planning guidelines document to be used by Property, Operations and Special Education staff;
- Compile an inventory of existing schooling options for special education needs by district;
- Complete analysis of regional demand and future projections
- Complete one local engagement session on schooling options for children with special education needs in each region;
- Develop a framework for high level regional plans.
- School Property Guide (SPG)
- Complete draft SPG for special education entitlements;
- Consult with sector regarding draft SPG for special education entitlements;
- Complete final SPG for special education entitlements including approval by Government;
- Complete budget planning for SPG deficiencies.
- Good Practice Guide
- Complete literature review regarding good practice design and evidence-based research for specific special needs;
- Develop Post Occupancy Evaluation guidelines for new facilities (informed by recent building surveys);
- Complete Post Occupancy Evaluations to inform new schools planning and building process;
- Produce and distribute the Property Modifications Guidelines to inform sector and suppliers of standards;
- Exhibit leadership in the sector by informing and promoting good practice in schooling options during relevant public consultation exercises;
- Develop Internal Environment Design booklet (MOE/PMG and BRANZ) outlining good practice in acoustics and lighting for children with special education needs.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.1, 3.7, 3.8
3) Special Education Action plan 2005
Desired Outcome
The quality of education for children and young people with special needs who access services and funding through the Ministry of Education is markedly improved.
Children and young people with special needs who access services and funding through the Ministry have the opportunity to participate fully in the life of their early childhood centre or school and to achieve in curriculum areas in ways that are meaningful.
All services provided to children and young people, their families/ whānau, early childhood services, schools and communities are responsive, high quality and founded on evidence-based practice.
Description
The development of the Ministry of Education’s special education Action Plan that sits within the broad framework of the schooling, early childhood and tertiary strategies.
The plan, based on current policy, will define key actions for the Ministry of Education, particularly Special Education, for the next five years.
The key outcomes sought for children and young people with special education needs who access specialist services and funding through the Ministry will be identified.
The role of the Ministry, particularly Special Education, to both provide and influence the provision of special education support will be clarified.
The development of the Action Plan will stimulate the exploration of ideas, and will strengthen internal integration, alignment and understanding about special education.
The Plan will be ready for release by the end of 2005.
Outcome measures and timeframes
The plan will be completed by December 2005. Information from the Action Plan will inform future planning and provision from 2006 - 2011. Reporting will be by way of the Ministry’s formal reporting system.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.7
5 Foster leadership by disabled people – Action 5.1
13 Enable disabled children and youth to lead full and active lives – Action 13.4
15 Value families, whānau and people providing ongoing support – Action 15.6
4) Special Education policy work
A) Refinement of the special education resourcing framework
Desired OutcomesAn improved resourcing system to support teaching and learning that is focused on improving educational outcomes for students with special education needs.
DescriptionThe special education resourcing framework is being examined to clarify the policy principles that underpin the provision of special education support. It will ensure that resourcing is used effectively to support quality education for children with special education needs.
Outcome measures and timeframesA report by November 2005 on policy principles that will inform a further work programme.
B) Specialist teacher review
Desired OutcomesPolicy development which provides opportunities for specialist teachers to be well trained and engaged in continued professional learning. This will enable specialists to better assist classroom teachers, students, families and whānau to meet the needs of children and young people with special education needs.
DescriptionA review of the role of specialist teachers is underway to inform policy work relating to the education and development of specialist and resource teachers for children with special education needs.
Outcome measures and timeframesPolicy advice on the education and development of specialist and resource teachers to be available by June 2006.
C) Development of student outcomes framework, indicators and targets for special education support.
Desired OutcomesRecording of better information on the educational achievement of children with special needs. This will focus schools and special education support interventions on achieving better outcomes for these learners.
DescriptionAnalysis of a range of indicator measures to determine their relevance for monitoring the success of special education interventions.
Outcome measures and timeframesPolicy advice on possible systems and indicators for monitoring and analysing the effectiveness of special education interventions by June 2006.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.4
7 Create long-term support systems centred on the individual – Action 7.3
5) Research work around professional practice in Special Education
Desired Outcome
More inclusive education settings where:
- Parents, educators and specialist service providers have the skills, knowledge, and confidence to support children and young people to improved learning, social and cultural outcomes
- Barriers to learning for children with special education needs are addressed.
Description
Research work is being undertaken to provide and enhance the evidence base for effective practice, and to build the knowledge, skills and confidence of parents and other educators.
- Improving learning for children and young people with Autistic Spectrum Disorders (ASD)
This suite of research-led capability building initiatives aims to increase effective practices for children and young people with Autistic Spectrum Disorders. - Enhancing Effective Practice in Special Education – research, professional learning and development programme
Aims to develop a range of effective teaching and learning practices for students with moderate and high needs who require significant curriculum adaptation. - Better Information to Address Barriers to Learning
This work will support better information and early action to address barriers to learning for children with additional support needs.
Outcome measures and timeframes
The progress for the projects will be indicated by the following outcomes:
- Improving learning for children and young people with Autistic Spectrum Disorders (ASD)
By 30 June 2006:- 200 specialist teachers will have taken part in a three-day, autism-specific course
- 120 families of children newly diagnosed with autism will have taken part in parent education programmes
- 12 teams supporting students with ASD will have taken part in professional learning and development
- At least 6 demonstration programmes will have been established.
- Enhancing Effective Practice in Special Education
By 30 June 2006:- 49 school teams will have taken part in year-long, facilitated professional learning and development to better equip them to support students who require significant adaptation of the curriculum.
- 25 school teams will have taken part in facilitated action research programmes to improve the quality of teaching and learning for students who require significant adaptation of the curriculum.
- Better Information to Address Barriers to Learning
- By July 2005 a stocktake and literature review of effective screening and identification processes will have been completed
- By April 2006 three development sites will have been developed and have trialled screening and identification processes that are specifically adapted to the particular characteristics of their respective communities – Pasifika, Māori and rural.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.1, 3.3, 3.6, and 3.7
15 Value families, whānau and people providing ongoing support – Action 15.3, 15.8
6) Informed consent project for special education services
Desired Outcome
GSE staff are supported and guided in gaining client consent in their work.
Disabled students and their families are well informed about access to appropriate services and are involved in the planning process.
Description
A project is underway to update and develop guidelines on informed consent for Special Education staff. This will assist Special Education staff to consider the important and often complex informed consent issues when working with children, young people and their families. This is particularly relevant for working through complex issues and for students with special education needs. The guidelines will demonstrate the ongoing need for ensuring informed consent in work with clients.
Outcome measures and timeframes
Informed Consent Guidelines will be published during 2005.
Associated training will be available to Special Education staff after guidelines are published.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.3, 3.6, 3.7
6 Foster an aware and responsive public service – Action 6.2
13 Enable disabled children and youth to lead full and active lives – Action 13.1
15 Value families, whānau and people providing ongoing support – Action 15.1
7) Professional development of the Special Education workforce
Desired Outcomes
A skilled and well-trained specialist workforce is developed to support disabled learners in educational settings.
Professional development opportunities are accessible and available to those specialists who require it.
Description
Several projects are being progressed to enhance the capacity and capability of the Special Education specialist workforce.
A. Occupational therapist and physiotherapist workforce development
Consultation workshops with occupational therapists and physiotherapists working with disabled students in the education sector were held in Auckland, Wellington and Christchurch in March to describe competent practice in educational environments. Descriptors based on this consultation will be collated and distributed back to all occupational therapists and physiotherapists working in education.
Outcome measures and timeframes
Descriptors of competence in practice will be distributed to Special Education staff by December 2005.
B. Development of a Professional Development and Learning Portfolio for all staff
A series of workshops on the development and maintenance of Professional Development portfolios are being conducted in July and August in all special education districts. These workshops are linked with the requirements of the Health Practitioners Competence Assurance Act (2003) for all health practitioners to demonstrate competent and safe practice of their profession. The workshops are interactive, and use a portfolio workbook to assist staff with both the process of portfolio building, and the context of their workplace learning in professional development.
Outcome measures and timeframes
The workshop series will be complete by September 2005 with support for management of professional portfolios provided throughout the 05/06 year.
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.3
7 Create long-term support systems centred on the individual – Action 7.8
8) Development of national service standards
Desired Outcome
All learners with disabilities who require specialist education services will be able to access more consistent and standardised services across the country.
The national framework for provision will allow a child-focused approach and encourages a collaborative approach to providing service.
Disabled people are involved in the decisions that are made around setting service standards.
Description
The goal of this work is to develop generic service standards for all Ministry of Education funded specialist education services, which includes services provided by Special Education, accredited Early Intervention service providers and other accredited fundholders. These service standards will be aligned to a national framework for service provision using the service pathway as the basis for core services.
A collaborative process is being used to develop these service standards involving a wide range of stakeholders participating in regional focus group workshops. Additional consultation is being held with parent representative groups, students who receive specialist services, iwi partners and pasifika groups. The final draft of service standards will be endorsed by an advisory group made up of key stakeholders.
Each specialist provider group will develop an appropriate implementation process relevant to their organisation. There will also be a process developed for monitoring and reviewing service standards.
Outcome measures and timeframes
- Nationally developed documentation that defines the generic service standards for all MOE funded specialist services. A hard copy will be made available to all specialist staff and a web page developed (to be published July 2005)
- Nationally developed documentation that defines standards for specific services where these are required in addition to generic service standards (June 2006)
- A documented process for regular review and, where necessary, modification of service standards (June 2006)
Links to strategy objective and action
3 Provide the best education for disabled people – Action 3.1, 3.4
13 Enable disabled children and youth to lead full and active lives – Action 13.5
15 Value families, whānau and people providing ongoing support – Action 15.5, 15.6
9) Reference group development work in Special Education
Desired Outcome
Families, whānau and others who support disabled children and young people, as well as young people and adults with disabilities, will influence services that are developed and provided by Special Education staff.
Description
Special Education operates a Special Education National Reference group (SENRG). This group is being asked to develop a proposal to address ways that Special Education service development and provision can be influenced to better understand and value the needs and aspirations of parents and people with disabilities. The aim is to build on currently established and developing reference groups and other parent lead initiatives within Special Education. The proposal will be considered by Special Education national management and progressed accordingly.
Outcome measures and timeframes
Development of a proposal for a range of methods to achieve parent and people with disabilities input into Special Education services developed by SENRG to be considered by the Group Special Education National Management team by November 30 2005.
Links to strategy objective and action
6 Foster an aware and responsive public service – Action 6.3
13 Enable disabled children and youth to lead full and active lives – 13.4
15 Value families, whānau and people providing ongoing support – Action 15.4, 15.6
10) New Zealand Sign Language Bill implementation planning
Desired Outcome
Communication access issues for Deaf people in the area of education are progressively addressed.
Description
The Ministry of Education will continue the development of a detailed and long-term plan for the removal of language barriers for Deaf people in the area of education. This plan will respond to the language principles of the New Zealand Sign Language Bill.
The plan will take a long term view and include outcome targets and actions for achieving outcomes over the next five years. The deaf education centres, Deaf community and other key stakeholders in the deaf education sector will continue to be consulted in the further development of these plans.
Reporting on progress implementing these plans will be done in the NZDS progress reports for the following year.
Outcome measures and timeframes
A more detailed plan is developed through cross-ministry collaboration and ownership of high level work items by the Ministry groups responsible for their implementation. This work will be done by 31/03/2006.
Links to strategy objective and action
1 Encourage and educate for a non-disabling society – Action 1.2
3 Provide the best education for disabled people – Action 3.1, 3.2, 3.3, and 3.7
6 Foster an aware and responsive public service – Action 6.3
11) Internal reference group for New Zealand Disability Strategy
Desired Outcome
There is increased awareness of the NZDS across the whole of the Ministry.
Ministry groups have identified contacts to facilitate planning and reporting on each group’ work relating to the NZDS objectives and this process is aligned to wider Ministry reporting.
The whole of the Ministry takes increased ownership in achieving the NZDS objectives.x
Description
This initiative will have two areas of focus:
Establishment of Internal reference group
The reference group will include a member from each Ministry group, as well as any interested disabled staff and with SMG sponsorship. The meetings will facilitate:
- the raising of awareness of disability perspectives in Ministry work
- increased opportunities to share best practice approaches and ideas
- better coordination of Ministry group’s contribution to NZDS planning and reporting
- effective feedback to groups from their representative on disability issues and on progress made against the NZDS objectives.
Better alignment of NZDS planning and reporting and Ministry planning and reporting
To support the role of the reference group the strategy and performance unit will ensure that the Ministry’s reporting systems can capture and report on work that is being completed in response to NZDS objectives. This should improve the ease and accuracy of reporting for Ministry groups.
Outcome measures and timeframes
Terms of reference for Internal Reference group signed of by SMG by 31/07/2005.
All group representatives selected by 31/08/2005.
Four meetings to take place by 31/05/2006.
Implementation plan for 2006/07 developed by 20/06/2006.
Reporting on work items is completed regularly with end of year reporting being sent to ODI 20/07/2006.
Links to strategy objective and action
6 Foster an aware and responsive public service – Action 6.1, 6.2, 6.3,