Ministry of Education

Introduction

The Ministry of Education is committed to implementing the New Zealand Disability Strategy to ensure that people with impairments can say that they live in “a society that highly values our lives and continually enhances our full participation.” The incorporation of the New Zealand Disability Strategy throughout the education system is necessary to achieve this vision.

The implementation of the New Zealand Disability Strategy supports the government’s goals for the New Zealand education system: to build an education system that equips New Zealanders with 21^st century skills and to reduce systemic underachievement in education. The government’s education aims are reflected in the Ministry of Education’s mission: to raise achievement and reduce disparity. These goals and mission are focussed on all students, including those who are disabled.

The Ministry is focused on three vital outcomes that research and experience show make the greatest difference to raising student achievement and reducing disparity. These outcomes are the key points of Ministry influence through which the government’s education goals can be realised. They are:

• effective teaching for all students
• family and community engagement in education
• developing quality providers.

Strengthening the effectiveness of teaching, the engagement of families and communities and building the quality of education providers will have a significant influence on the achievement levels of all learners. Together these influences combine to create a powerful system dynamic to increase student achievement. Improving educational achievement for students who are disabled requires the same shift in teaching effectiveness, provider performance and parent and community engagement as for all other learners.

Students with Special Education Needs

The New Zealand Disability Strategy is a key source document for strengthening outcomes for students with special education needs.

The Ministry of Education’s special education policy and service provision are focused on ensuring that all education providers have the capacity and capability to effectively support students with special education needs. The Ministry expects that with improved teaching and appropriate support learners with special education needs can achieve to a greater extent than in the past. For some students this may mean higher academic achievement; for others it may mean better skills and competencies for adult life.

The Ministry is undertaking particular areas of policy development including:

• integrating special education into broader efforts to improve outcomes for all learners
• enhancing the capability of teachers and providers of special education support to provide evidence-based and meaningful learning opportunities
• aligning resourcing to improving outcomes for learners.

The Ministry has developed a plan Better Outcomes for All Students to enhance outcomes for children and young people with special education needs. The Ministry’s Group Special Education provides a range of special education services to over 35,000 children and families, as well as providing support and services to schools, early childhood education centres, parents and wh ā nau. Better Outcomes for All Students sets out important outcomes for children and young people – presence, participation and learning leading to achievement and wellbeing. It will introduce a more explicitly outcome orientated and evidence based approach to the delivery of services including promotion of more effective professional practice. Better Outcomes for All Students also aims to improve information collection, leading to better informed service provision and better informed policy development. Group Special Education initiatives included in this plan include links to Better Outcomes for All Students as well as the New Zealand Disability Strategy.

Implementing the New Zealand Disability Strategy across the Ministry

The New Zealand Disability Strategy is incorporated into the Ministry of Education’s Statement of Intent 2006-2011. All Ministry planning is expected to acknowledge the intent of the New Zealand Disability Strategy. The Ministry has developed a Three Year Business Plan which is the Ministry's contribution to making the New Zealand Disability Strategy work in the education sector across the full range of learners and within the Ministry itself as an employer.

The plan will be achieved through:

Area of Focus	Desired Outcome
Inclusive Policies and Services	The views and aspirations of disabled people are incorporated into policy development and implementation.
Policy Development	The needs of disabled people are addressed.
Equal Employment Opportunities	Disabled people are valued employees.
Communications and Publications	Disabled people are consulted about appropriate communication modes and formats. Consultation documents and public forums are available in large print, electronic and other formats. Website is accessible. Publications are available in a range of formats.
Purchase Agreements and Contracts	Improved responsiveness to the needs of disabled people.
Special Education	All work of special education areas contributes to the implementation of the New Zealand Disability Strategy.

Level 1 Activities: Universal responsiveness to disability issues

Accessible government information		Achieved / available	Planned this year	N/A
Agency’s websites (Refer Project 1)
	Meet e-government Web-Guidelines 2.1
	Tested for accessibility for disabled people	Yes	Yes
	Adapted to increase accessibility to disabled people
	Downloadable files available in HTML, not only PDF
Other publications and public information available in alternative formats. (eg key information available in easy-to-read English, Braille, NZSL video clips, captions on TV adverts, etc)			Yes
Agency makes available alternative forms of contact (ie phone and fax numbers, email addresses, etc)		Yes

Project 1

The Ministry is committed to ensuring that its 36+ websites are accessible for all users. A significant work programme is being undertaken to rationalise and consolidate the content of these sites. This work will be delivered in phases and underpinning the work is the replacement of the platform on which the websites will reside . Implementation of accessibility features will depend on the replacement of this platform.

This process will be assisted by an external company specialising in accessibility (AccEase). AccEase has been extensively involved in informing the Ministry’s redevelopment partner on good accessibility practice as part of the platform redevelopment work completed to date. AccEase will also be utilised in user testing both site content and functionality on an ongoing basis.

The Ministry has engaged e-Gov Watch, a company specialising in reviewing websites against the e-government Web Guidelines, to review and report on 23 of its websites.  This information will help inform planning on what activities need to be undertaken on these sites to improve accessibility. 

The development of a web strategy and web channel development policy will help bring consistency in policies and procedures in relating to the Ministry’s web activities. This will include accessibility guidelines.

Websites which are not compliant to web guidelines will include a disclaimer. Points of contact will be provided should a user not be able to access the information being sought. Wherever possible, the information will be provided in an alternative medium.

Accessible government buildings and sites		Achieved / available	Planned this year	N/A
All agency’s buildings and sites meet statutory and regulatory access requirements (eg NZS 4121) (Refer Project 2)			Yes
Agency’s buildings and sites have Building Code compliance certification			Yes
Agency’s buildings and sites audited for accessibility by Barrier Free NZ Trust			Unknown
Agency’s buildings and sites accessible.
	Frontline staff receive training in disability responsiveness (Refer Project 3)		Yes
	Reception areas accessible		Ongoing
	Counters lowered for wheelchair users		Ongoing
	Telephone staff familiar with using NZ Relay service		Yes
	Other accommodations (please list) (eg signage, accessible lifts, hearing loops, etc) (Refer Project 4)		Yes

Project 2

The Ministry occupies 80 buildings across the country. A national audit of accessibility of Ministry of Education occupied buildings is planned. This may be conducted by the Barrier Free NZ Trust. Disabled car park availability will be reviewed during the audit. This will also include a status review of buildings and sites to ensure they meet relevant regulations and requirements.

Project 3

The Ministry will facilitate provision of disability responsiveness training by prompting business groups to include in Business Plans. The Ministry will investigate providers using its training network and will provide Managers with a list of possible providers.

Project 4

Two conference rooms at Ministry of Education, Wellington buildings, fitted with hearing loops.

Accessible government services	Achieved / available	Planned this year	N/A
Service policies and procedures include reference to disability issues (eg policies on the use of New Zealand Sign Language Interpreters)		Yes
Information / data on services provided to disabled people is recorded. (Refer Note 1)	Yes
Service staff receive disability responsiveness training. (Refer Project 3)		Yes
When contracting for new or up-graded IT applications and environments, contracts include a requirement to ensure accessibility by disabled users		Yes

Note 1

Services provided to students with disabilities by Ministry of Education, Special Education are recorded.

Responsive government employment practices		Achieved / available	Planned this year	N/A
Human Resource policies and procedures include EEO issues for disabled people. (Refer Note 3)		Yes	Yes
Recruitment and selection of vacancies responsive to disabled people. (Refer Note 4) (eg vacancies advertised to the widest possible audience, vacancies list alternative forms of contact – phone, fax, email, etc)		Yes
Human Resource staff familiar with EEO issues for disabled people (eg staff receive disability responsiveness training, staff familiar with the Disability Perspective Tool Kit, etc)		Yes
Disabled staff are supported
	Individual assessments of workplace accommodations or support are provided (eg work station assessments) (Refer Note 5)	Yes
	Accommodations provided to disabled staff (eg work station adaptations, special equipment, New Zealand Sign Language interpreters, etc are provided)	Yes
	Disabled staff provided with opportunities for career advancement	Yes
	Agency supports a disabled staff network group	Yes
	Internal agency newsletters promote the positive presence of disabled staff people		Yes
	Other support provided to disabled staff (please list). (Refer Project 5)	Yes	Yes

Note 3

An annual EEO plan is developed which includes issues for disabled staff members.

Note 4

Job advertisements list alternative forms of contact, including phone and email. The Ministry’s name is clearly displayed.

Note 5

Processes in place that ensure people are assessed. A workplace assessment policy has been developed and is awaiting finalisation.

Project 5

Current Ministry Human Resources policy will be reviewed against the NZ Disability Strategy. Recommendations for adjustment will be made and impact assessed.

The Ministry will consult with relevant parties to review and report on any potential barriers (eg. attitudinal, access, overt and covert discrimination) in the Ministry for staff with disabilities.

The Ministry will review and develop the awareness of Managers relating to staff with disabilities by considering this as part of Manager Induction and developing a Resource Guide. The Ministry will consult, as appropriate, to develop this resource.

Information and data on disabled people is collected		Achieved / available	Planned this year	N/A
Information on agency’s responsiveness to disabled staff people
	Number of disabled people employed = 158 (we recommend you use the State Service Commission’s EEO disability information). (Refer Note 6)	Yes
	Data on disability related accommodations, adaptive equipment, etc, provided by your agency	Yes
	Number of disabled people employed under the State Service Commission’s ‘Mainstream programme’ = 7	Yes
Information on agency’s responsiveness to the disabled public
	Information and data on agency’s contact with the disabled public is recorded (eg consultation with disabled groups)			Yes
	Information / data on agency’s disabled client group recorded	Yes

Note 6

Possibility for all staff to collate statistics using Yourself Module, a data resource being established by the Ministry.

Level 2 Activities: Disability perspective included in ordinary work

Disability responsiveness training and resources	Planned this year	N/A
Disability responsiveness training offered to staff.	Yes
Promotion of the Disability Perspective Tool Kit within your agency (eg this website resource distributed to policy and strategic personnel, receiving training or advice on the use of this resource, etc)	Yes

Disability perspective included in ordinary work		Planned this year	N/A
Key documents to incorporate a disability perspective (In your end of year report you will be asked to indicate key papers or examples of where a disability perspective was included in your agency’s ordinary work)
	Cabinet papers	Yes
	Policy and procedure papers	Yes
	Strategic documents (eg Statement of Intent, Managing for Outcomes and key strategies)	Yes
	Legislation	Yes
	Consultation with disabled people/groups	Yes
	Other (please indicate)
Other Ministry projects including a disability perspective: Review of Initial Teacher Education in early childhood, primary and secondary sectors. Research, publish and develop guidelines for schools on how to promote positive learning environments. Ministry of Education, Special Education Library: review of impact of service on staff’s professional practice. Centre for Assistive Technology, Special Education: review of assistive technology application process. Continued input from Ministry’s Disability Reference Group (comprising Ministry staff who have impairments or family members with impairments) in implementation of Disability Strategy. Group available to provide a disability perspective. Pasifika Education Plan: integration of Disability Strategy. M ā ori Education Strategy redevelopment. The development of the next Tertiary Education Strategy and the redesign of tertiary education funding policy will take account of disadvantaged learners, including those with impairments.		Yes

Implementing the NZ Disability Strategy beyond the Ministry	Planned this year	N/A
Agencies, Crown Entities, boards, reference groups, etc, that your agency is responsible for are encouraged to consider disabled people and disability issues (eg staff / membership supports the inclusion of disabled people, compliance with level 1 activities is encouraged, your agency’s purchase agreements require compliance with the Disability Strategy, and where appropriate requires the provision of any data/information on disability issues/disabled clients)
Ministry sector initiatives including a disability perspective: Property modifications for first time enrolments of children with special education needs. The Ministry will also raise awareness of this initiative in Property newsletters and at quarterly forums. Parents as First Teachers: a home visiting programme administered by the Ministry tailored to the unique needs of families. Early Childhood Education Centre Parent Support and Development Project .  The Principals’ Development Planning Centre: training activity that gives principals an opportunity to ‘manage’ a situation about a student with special education needs and then reflect on their current practice and capability, with a view to improving in this area. Poutama Pounamu (special education research centre): development, trial and evaluate, in culturally-responsive ways, of behaviour and learning resources and assessment procedures for Māori students.	Yes

Level 3 Activities: key Disability focused work your agency is leading

1. Better Information to Address Barriers to Learning

Description

The Better Information to Address Barriers to Learning project seeks to help children achieve improved learning outcomes (including social and cultural outcomes) by providing classroom teachers with resources to help identify and address barriers to learning.

Desired Outcomes

Teachers will teach to the strengths and address the needs of children who are not progressing as expected. This reduced progress may be because of undetected health issues, such as impaired hearing or vision; or because of low teacher expectations.

A combined ecological and development resource has been developed and will be trialled in three development sites – Pasifika, Māori and semi-rural.

The Better Information to Address Barriers to Learning project will help to extend the evidence base for all those supporting children aged birth to eight years old.

Outcome measures and timeframes

Draft resource introduced, supported and trialled in three sites by December 2006.

Mapping of services available in all three communities together with referral processes and other information that eases coordinated access to these supports. An independent evaluation of the project is scheduled to report in May 2007.

Links to Better Outcomes for All Students

Action 1.4: Group Special Education’s evidence-based contribution to policy development

Action 3.4: Agree what constitutes evidence, in which circumstances and why

Action 3.6: Systematic literature reviews and evaluations to reduce information gaps completed

Action 3.7: All managers and practitioners apply agreed national evidence and models practice

Links to Disability Strategy

3.1, 3.3, 3.6, 3.7, 7.3, 7.5, 7.6, 7.7, 15.3, 15.8

2. Improving learning for children and young people with Autistic Spectrum Disorders (ASD)

Description

This suite of research-led, capability building initiatives aims to increase effective support and services for children and young people with Autism Spectrum Disorders (ASD). It consists of several components:

• Autism Spectrum Disorder (ASD) Best Practice Guideline – jointly sponsored and funded by the Ministries of Health and Education. The Guideline draws together and critically examines the evidence bases of support for people with ASD, from birth to adulthood. The Guideline is primarily designed for providers of specialist services for people with ASD. The process of developing the Guideline involved people with ASD, and a planned wide-ranging public consultation will also include people with ASD. An impact analysis is being jointly commissioned by the Ministries of Health and Education, who are also developing a joint development plan.
• Development projects, with an emphasis on early intervention. These projects will take an action learning approach to improving teaching, learning and support for young children with ASD.
• Revise, reprint and disseminate acclaimed Autism Spectrum Disorder booklet for teachers
• Update and expand ‘TIPS for Autism’ whole team professional development programme. Five newly-recruited facilitators will help to make the programme available throughout the Ministry of Education Central South region; then embark on a similar process in another region, to be determined.
• Continue joint purchasing of parent and caregiver education programmes. The Ministries of Health and Education jointly purchase the EarlyBird programme, provided by Autism NZ Inc. Some changes are being made to the contract specifications to ensure the findings of the evaluation of EarlyBird are addressed.
• Continue purchase of introductory, three-day workshop for specialist teachers. Following the initial ‘catch up’ round of workshops, the number of teachers being targeted will reduce to maintenance levels.
• Continue to jointly convene inter-sectoral ASD Advisory Group, with the Ministry of Health. This broad sector stakeholder group includes people with ASD; parents and caregivers; health, disability, welfare and education service providers; policy and operational perspectives; and professional associations.

Desired Outcomes

• The evidence-based Best Practice Guideline will form a shared foundation of robust information for providers of specialist services across health, disability support and education.
• The development projects will increase the skills, knowledge and confidence of early intervention and early childhood service providers supporting young children with ASD.
• The booklet ‘Autism Spectrum Disorders: a resource for teachers’ is being updated in response to continued significant demand. The booklet provides busy teachers with insights into the impact of ASD and equips them with some simple teaching strategies.
• By participating in the ‘TIPS for Autism’ programme, the family and teaching team learn how to plan and problem-solve together, which in turn leads to effective intervention plans.
• In response to the evaluation of EarlyBird, the programme will be more accessible and better suited to the diversity of NZ communities.
• The three-day introductory workshop for specialist teachers increases the knowledge, skills and confidence of those teachers who in turn support classroom practitioners.
• The inter-sectoral ASD Advisory group continues to meet twice a year to provide advice and guidance to the inter-sectoral ASD Officials group and directly to government agencies.

Outcome measures and timeframes

• Subject to Cabinet approval, the draft Guideline is expected to be ready for public consultation and peer review in about August – September 2006. The impact analysis report is due 31 October 2006 , after which a joint Health-Education implementation plan will be developed for Cabinet consideration.
• The development projects are expected to be in place for two years, punctuated by regular milestone reporting.
• 10,000 copies of the booklet will be printed and available to support specific activities and by request.
• At least 24 teams will take part in ‘TIPS for autism’ by December 2006.
• By June 2007, at least a further 120 families will have taken part in parent education programmes.
• By June 2007, at least a further 50 specialist teachers will have taken part in the three-day introductory workshops.
• By June 2007, the inter-sectoral ASD Advisory Group will have met at least twice.

Links to Better Outcomes for All Students

Action 1.4: GSE’s evidence-based contribution to policy development

Action 3.4: Agree what constitutes evidence, in which circumstances and why

Action 3.6: Systematic literature reviews and evaluations to reduce information gaps completed

Action 3.7: All managers and practitioners apply agreed national evidence and models practice

Links to Disability Strategy

1.2, 3.1, 3.3, 3.6, 3.7, 7.3, 7.5, 7.6, 7.7, 7.8, 13.4, 15.3, 15.8

3. Better Outcomes for All Students - The Outcomes, Evidence and Monitoring Project

Description

The purpose of the Outcomes, Evidence and Monitoring Project is to:

• Further develop the outcomes, evidence and monitoring that underpins Better Outcomes for All Students
• Support aligned and nationally consistent, coordinated and effective implementation of Better Outcomes for All Students

Desired Outcome

More effective service provision and therefore outcomes for children eligible for Ministry of Education, Special Education specialist support and their families.

Outcome measures and timeframes

A detailed project plan will be completed in July 2006 and will inform work for the 2006-2007 period.

Links to Better Outcomes for All Students

Action 1.5: Shared understanding of outcomes and managing for outcomes developed

Action 1.7: Outcomes and indicators promoted and further developed jointly with sector

Action 1.8: GSE monitoring strategy implemented

Action 1.10: National education indicators include children GSE serves

Action 1.11: Annual review of Action Plan and progress reports regarding implementation

Action 3.4: Agree what constitutes evidence, in which circumstances and why

Links to Disability Strategy

Objective 3

4. 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 available and accessible to support the development of specialist workforces.

Description

Several ongoing projects are being progressed to enhance the capacity and capability of the Special Education specialist workforce. These include:

• Study Awards provided for teachers and others wishing to undertake the training required to work as; a Teacher of the Deaf, a Resource Teacher Vision, an Early Intervention Teacher, a Resource Teacher: Learning and Behaviour, a Learning Support Teacher, a Special Needs Teacher and an Adviser on Deaf Children.

• Contracts negotiated with providers, and ongoing monitoring, to ensure training is made accessible to teachers who wish to train as; Teachers of the Deaf, Resource Teachers Vision, Early Intervention Teachers, Resource Teachers Learning and Behaviour, and Advisers on Deaf Children.

• Workforce planning to consider the acquisition, development and retention of specialist workforces.

Outcome measures and timeframes

• For the 2007 academic year, the following study awards are available and will be allocated by Jan uary 2007; 8 for full time Teacher of the Deaf training, 40 for part time Resource Teacher: Learning and Behaviour training, 14 for Learning Support Teacher training, 60 for Special Needs Teacher training and 4 for Advisers on Deaf Children training.

• Contracts that are in place and will be monitored over the 2006-07 period, include; a variety of contracts to cover the part time delivery of training for Early Intervention Teachers, Resource Teachers Vision and Resource Teachers: Learning and Behaviour, and a contract to cover the development of papers to support the training of Advisers on Deaf Children. By the end of 2006 a contract will be negotiated to cover the delivery of papers to support the training of Advisers on Deaf Children.

• Workforce planning is currently underway. It is hoped to have a strategy written by the end of 2006.

Links to Better Outcomes for All Students

Action 3.2: National plan for professional development that supports ongoing competency implemented

Action 3.3: Workforce development strategy implemented

Links to Disability Strategy

7.8

5. Implementation of National Specialist Service Standards

Description

The goal of this work is to implement specialist service standards for all Ministry of Education funded specialist services, which includes services provided by Special Education, Early Intervention service providers and other fund managers for students who are ORRS-funded.

A collaborative process was used to develop these service standards involving a wide range of stakeholders participating in regional focus group workshops. Providers have chosen a similarly collaborative implementation path.

There will also be a process developed for monitoring and reviewing service standards which will include representation of all provider types and of parents.

Desired Outcomes

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 and monitoring service standards.

Outcome measures and timeframes

Nationally developed documentation that defines standards for specific services where these are required in addition to generic service standards: July 2006 for Behaviour standards.

A documented process for regular review and, where necessary, modification of service standards: July 2006.

Joint training in the standards completed by 1 September 2006.

Links to Better Outcomes for All Students

Action 2.1: Nationally consistent ways of working to deliver outcomes implemented

Action 2.5: Nationally consistent and effective workload and resource management implemented

Action 3.5: Model of practice and principles agreed with evidence-based operational detail

Links to Disability Strategy

3.1, 3.4, 13.5, 15.5, 15.6

6. Ministry of Education Protocols with the Ministry of Health and ACC for students in schools with special education needs

Description

A review of the protocols between Ministry of Health and the Ministry of Education and between ACC and the Ministry of Education.

The purpose of the interagency protocols is to clarify roles and responsibilities around students who receive therapy services and or equipment from other the Ministry of Health or ACC and are accessing specialist education services under Special Education 2000 policy.

Desired Outcomes

Joint work plan developed to review the current protocols.

Operational, access and service delivery issues identified within protocols including incorporating new structures, new funding and new services for students.

Joint working group established to solve any issues not resolved within protocols.

Outcome measures and timeframes

Health Protocol

• A proposed joint work plan developed by Health and Education by December 2006.
• A review of the Health-Education Protocol will begin in Jan uary 2007

ACC Protocol

• Revised and updated protocol will be developed and distributed by June 2007

Links to Better Outcomes for All Students

Action 2.1: Nationally consistent ways of working to deliver outcomes implemented.

Action 2.3: Address service process issues from children’s feedback and from Local Service Profiling meetings.

Links to Disability Strategy

3.2, 3.4, 3.6, 3.7, 6.1, 6.3, 6.4, 13.1, 13.5, 13.6

7. Assessment for Learners with Special Education Needs

Description

This work involves the development of curriculum exemplars for learners with special education needs for assessment and teaching purposes. It will promote effective assessment of learning for children and students who require adapted curriculum because of special education needs.

Desired Outcomes

A   new range of curriculum exemplars and support materials will be made available to teachers of children and students with special education needs.

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.

Outcome measures and timeframes

Determine student and exemplar type groupings - July 2006

Confirm structure of the Exemplar design - August 2006

Establish writing and test teams - August 2006

Write draft exemplars - June/July 2007

(Professional Learning workshops to be designed in July 2007).

Links to Disability Strategy

3.1, 3.3, 3.6, 3.7

8. Survey of Special Education Resourcing

Description

The Ministry will undertake a survey of what special education resourcing is available to children with special education needs in New Zealand . This initiative will provide greater understanding regarding how individual and school targeted funding is deployed at a local level and will provide families and schools with greater clarity and certainty about the ways resourcing is used across the country.

The survey results will inform future policies to ensure that current resourcing is used equitably.

It will also inform future policy decisions, including the allocation of funding and resources to individuals and schools to assist in the education of children with special education needs. It will provide a more robust basis for reviewing levels of support and cost pressures to ensure that consistent and equitable support is available to those children who need it.

Desired Outcome

There is a survey methodology that can be used to establish the level of resourcing required to meet the appropriate level of support for different groups.

Outcome measures and timeframes

Survey of special education resourcing initiated 2006 – 2007.

Links to Disability Strategy

3.4, 3.6, Objective 13

9. Behaviour Screening Tool

Description

This initiative would allow for the completion of a screening tool and implementation into Group Special Education (GSE) behaviour services and other existing support services to better identify high risk children for earlier intervention.

A national norming process will provide a national prevalence survey of behaviour problems and the appropriate cut off point to provide services to the highest need children within current resources.

Training will be required for implementation and use of the tool will be embedded into standard practice models within existing resourcing.

Desired Outcome

Children who need behavioural services are accurately and effectively identified, and receive appropriate support services.

Outcome measures and timeframes

Development and production of screening tool: July 2006 – mid 2007

Implementation and training for use of screening tool begun in mid 2007.

Links to Disability Strategy

Objective 3 and Objective 13

10. Supporting Schools to Manage Severe Behaviour Problems

Description

This initiative involves providing additional support to schools to better manage the immediate impacts of severe behaviour and to enable better integration of children who have received specialist or off-site support into the school.

Additional funding will be available to ensure that schools can receive and immediate response to a behaviour crisis, to stabilise the situation while a comprehensive intervention plan is designed. This will ensure that children with severe behavioural difficulties can remain in school, without putting themselves or others at risk, so that their needs can be addressed.

Funding will be for short term emergency situations only and will be allocated on an individual basis by regional offices of the Ministry of Education in partnership with existing behaviour support services. The Ministry will set and publish clear criteria for the use and monitoring of this funding. These criteria will be developed in close partnership with the schooling sector.

Desired Outcome

Barriers to participation for children with severe behaviour are reduced. The impact of severe behaviour on families, children and communities is mitigated.

Outcome measures and timeframes

A fund to provide short-term or emergency funding to support students with severe behaviour – 2006/2007 onwards

Links to Disability Strategy

• Objective 3 and Objective 13

11. Youth Transitions

Description

The Government has a shared goal with the Mayors Taskforce for Jobs (MTFJ) that by 2007 all young people aged 15-19 will be engaged in appropriate education, training, work or other options leading to long-term economic independence and well-being. One second tier priority agreed by Cabinet is “improving support services available for young people with disabilities”.

A Youth Transitions Steering Group has been established between the Ministry of Education, the Department of Labour, the Tertiary Education Commission and the Ministry of Social Development. The Steering Group proposes to work closely with the MTFJ on several collaborative projects to be undertaken during 2006. One of these projects is on raising the profile of young people with disabilities with employers. This project will use a whole-of-community approach to raise employers’ awareness of the opportunities arising from employing young people with disabilities. It will also aim to increase the awareness of the support services available to assist young people with disabilities into jobs.

Desired Outcome

It is proposed that work is carried out in 2006/07 to discover how well the current transition system is working for young people with disabilities, and those with intermittent health, mental health or behavioural issues, and to develop policy options on how improvements could be made. An assessment will also need to be made of the requirements (including resourcing) involved in monitoring outcomes for these young people on an ongoing basis.

Outcome measures and timeframes

Research will be carried out in 2006/2007 which will inform the policy direction.

Links to Disability Strategy

4.6, 13.6

12. Implementation of the New Zealand Sign Language Act

Description

The Ministry has developed a five year plan indicating how it will implement the New Zealand Sign Language Act. The plan is aligned with the Ministry’s three vital outcomes (effective teaching, families and communities, and quality providers) and Group Special Education’s three intermediate outcomes (presence, participation and learning).

The 2006-2007 plan is comprised of four key parts:

Section A: Communication and Awareness

• A beginners’ NZSL course in the Ministry.
• A scoping of Ministry National Operations communications.
• Consideration of NZSLA in stakeholder relationships strategy.
• Development of a protocol for Ministry receptionists for communicating with Deaf people.

Immediate Outcomes	2006/07 Outputs	2006/07 Activities
To increase awareness of NZSL and Deaf Culture by stakeholders in the Ministry. To support the NZSL tuition needs of Ministry staff. To raise NZSL proficiency levels of Ministry staff.	A beginner’s NZSL course is conducted within the Ministry’s National Office.	Pilot a NZSL beginners’ course, offer it to relevant staff e.g. front desk staff and members of GSE. If the pilot is successful, planning will make this become regular at business cost. The Legal Services and Facilities Management business units have committed staff to this course.
To consider making key public information accessible to the Deaf community.	Scoping of National Operations communications (including the Team Up information programme) to parents in relation to the NZSL Act.	Scope National Operations communications to parents including Team Up. Continue to work with Team Up to identify and work what further National Operations parent information could be available in plain English (according to any SRU policy guidelines when developing information or communications).
To make key public information accessible to the Deaf community. To increase awareness of NZSL and Deaf Culture by stakeholders in the education sector.	Review of the communications plan template and publication policies for possible inclusion of the Deaf community. Enhancement of awareness of NZSL and NZSL Act implications through the Hoetahi and Education Gazette communication channels. An updated communications toolkit which includes prompts to Ministry staff to consider different audience needs. A published list of interpreters with guidelines.	Look at communications Plan template to see how to include the Deaf community. Include consideration of hearing impaired awareness in any publishing policy that is developed. Enhance awareness of NZSL and NZSL Act implications through these communications channels: Hoetahi (for awareness of implications). Education Gazette (for awareness). Update the communications toolkit, to include prompts to Ministry staff to consider different audience needs. Publish a supplied list of interpreters with guidelines.
To make key public information accessible to the Deaf community.	Protocol for receptionists possibly includes guidelines for dealing with the Deaf community.	Look at protocol for receptionists, e.g. for use of relay service

Section B: Workforce Development

• A review of the Ministry’s Human Resources recruitment and EEO processes.
• Ministry contribution to an integrated approach, as part of a project led by the Office for Disability Issues, to funding and delivery of sign language interpreters.
• Fostering of an increase in the number of trilingual interpreters fluent in Te Reo through considering assistance.
• Maintenance of current contracts to ensure the continual supply of a well qualified workforce of teachers of the deaf, Advisors of Deaf children and sign language interpreters.
• A consideration of ways of increasing NZSL fluency and Deaf culture awareness for the specialist workforce.
• Internal and external liaison in relation to implications of the NZSL Act for the education workforce.
• Consideration in conjunction with other agencies of the development and utilisation of a workforce of Deaf mentors.

Immediate Outcomes	2006/07 Outputs	2006/07 Activities
To support representation of Deaf staff in the Ministry workforce	Recruitment procedures and forms, and the EEO plan are reviewed and possibly modified to take into account the effect of the NZSL Act.	Review recruitment procedures and forms. In the EEO plan, review the NZ Disability Strategy policy and access impact of adjustments required for the Ministry.
To improve availability of trained educational interpreters	Contribution to an integrated approach to funding and delivery of sign language interpreting. Fostering of growth of trilingual interpreters fluent in Te Reo through considering assistance.	Contribute to an integrated approach, as part of a project led by the Office for Disability Issues, to funding and delivery of sign language interpreters. Foster an increase in the number of trilingual interpreters fluent in Te Reo through considering assistance for additional training for existing interpreters and initial training of new trilingual interpreters
To improve availability of trained educational interpreters; and; To consider increasing NZSL proficiency levels, and, levels of appropriate communication techniques in the specialist workforce.	Maintenance of current contracts with training providers for the ensured supply of teachers of the Deaf, Advisors of Deaf children. Consideration of ways to increase NZSL fluency and Deaf culture awareness for the specialist workforce.	Maintain current contracts with training providers to ensure the continual supply of the following: Well qualified teachers of the Deaf, Well qualified Advisors of Deaf children, Well qualified sign language interpreters. Look at ways of increasing NZSL fluency and Deaf Culture awareness for the specialist workforce.
To improve availability of trained educational interpreters; and; To increase awareness of NZSL and Deaf culture by stakeholders in the education sector And levels of appropriate communication techniques in the education workforce.	Internal liaison.	Work with TeachNZ to consider the implications of the NZSL Act. Consider the responsibilities of supply of interpreters and teachers of the deaf. Consider teachers’ professional development around the NZSL Act, possibly through the Principals’ Reference Group.
	External liaison.	Work with the New Zealand Teachers Council to ensure that initial teacher education providers are aware of the implications of the NZSL Act – possibly through the approval process for teacher education programmes.
To support the tuition needs of education workforce in relation to the NZSL Act.	Consideration of how schools can utilise a Deaf mentors workforce.	Work with other agencies to consider development and utilisation of a Deaf mentors workforce.

Section C: Access to learning through NZSL

• Making the tertiary sector more accessible.
• Making the Crown entities aware of the NZSL Act and its implications.
• Property advice to schools on the NZSL Act.
• Improved NZSL access to transition services.
• Rollout of the NZSL Curriculum.
• Some development of the NZSL multi-media package which is intended to support the teaching and learning for the NZSL Curriculum.
• Completion of the NZSL mathematics lexicon.

Immediate Outcomes	2006/07 Outputs	2006/07 Activities
To focus on enhancing the quality, relevance and accessibility of tertiary education for Deaf students	Strategic policy focused on enhancing the quality, relevance and accessibility of tertiary education provision for all adults. Suggested timeframe: immediate	Give consideration to the principles for government departments set out under section 9 of the New Zealand Sign Language Act in the development of strategic policy for tertiary education.
To make Crown entities aware and responsive to the New Zealand Sign Language Act	The Ministry will make the following Crown entities - NZQA, Career Services, the NZ Teachers Council, the TEC (and through the TEC, tertiary education organisations) - aware of the Act, and will report against the extent to which they address the principles of the Act in their work. Suggested timeframe: Short to medium term	Continue to consider how to influence other government agencies and tertiary education organisations to reflect the purpose of the Act in their work.
To consider improving NZSL access to the core curriculum for Deaf students	The “Performance Classrooms” guidelines and work possibly include the NZSL Act effects. Property advice to schools possibly include the NZSL Act effects.	Consider NZSL Act implications in the “Performance Classrooms” work Consider NZSL Act in advice for schools.
To improve NZSL access to the transition services for Deaf students	Improved access to transition information, guidance and other services. Long term options for improving the transition services.	Work with other agencies to consider capability needs to improve NZSL access in the transition services. Consult across the sector to discuss NZSL access in the transition services. Include NZSL work in proposed projects for young people with disabilities as part of the Youth Transitions Steering Groups 2006/07 work programme. Incorporate NZSL work into the Youth Transitions Steering Groups projects for young people with disabilities.
To make the NZSL Curriculum operational. To improve NZSL access to the maths curriculum for Deaf students.	The NZSL Curriculum is rolled out. Some development (in 06-07) of the NZSL multi-media package towards completion (which is in 07-08). The completed NZSL mathematics lexicon.	New Zealand Sign Language in the New Zealand Curriculum to support the teaching and learning of NZSL as a language that can be learned in mainstream schools. This project completes June 06 with distribution August 2006. (CTL baseline budget: publication $75,351 in 05-06) Output class 5.2 New Zealand Sign Language multi-media package to support the teaching and learning of NZSL in mainstream schools with students in years 7 - 8 (aligned with other language multi-media packages in the Learning Languages Series) will be developed. Funding confirmed by Materials Manager/PLL team: 06-07$100,000CTL baseline materials budget 07-08$150,000CTL baseline materials budget Completes July 2008. New Zealand Sign Language mathematics lexicon To be completed late 2006 or early 2007

Section D: Other issues related to Principles of the NZSL Act

• Some development of improved website functionality and accessibility provided by the Ministry, in relation to the NZSL Act.
• Consideration of provision of strategic information and resourcing support for the NZSL Act.
• Ongoing provision of legal advice.

Immediate Outcomes	2006/07 Outputs	2006/07 Activities
To improve the Ministry’s website functionality and accessibility in relation to the NZSL Act.	Some progress on implementation of a new web platform. Consideration of the future migration of web sites to the new CLIK platform and compliance issues with current sites. An updated schedule of current websites and key information to support the planning of future activity on those sites. Consideration of widening the review of accessibility to all Ministry web sites to understand better the current compliance issues by site and to help plan future upgrade activities.	Work on the initial implementation phase of a new web platform, as part of the CLiK project. This will be the platform on which a number of web sites are re-developed, including www.minedu.govt.nz, www.tki.org.nz and the Intranet. This platform is being reviewed against the Government’s web guidelines and the developer has engaged AccEase to provide advice in the area of accessibility as part of the initial build activities. The first release of the base platform is in final testing and the build of the first web site (TKI) is expected to start in the last week of May 2006. The site is not expected to ‘go live’ until later in the year. A web owner’s forum discusses the future migration of web sites to the new CLiK platform and compliance issues with current sites. Update during May a schedule of current websites and key information to support the planning of future activity on those sites. Consider further work to widen the review (of accessibility of eight Ministry sites, after receipt of a report by AccEase) to all Ministry web sites to understand better the current compliance issues by site and to help plan future upgrade activities.
To provide Ministry strategic information and resourcing support in relation to the NZSL Act	Consideration of obligations, in relation to Ministry strategic information and resourcing, under the NZSL Act and worked-out possible options for meeting these obligations.	Ensure that Ministry strategic information and resourcing includes awareness of the NZSL Act and its implications. Consider of specific implications and opportunities will include the following areas: Schooling policy (including resourcing mechanisms) and teacher supply issues. Data collection and research.
To provide legal advice on the NZSL Act, on an ongoing basis.	Legal advice is available on the NZSL Act.	Legal advice on tenders/contracts to ensure the NZSL Act is considered in specialist contracts where appropriate. Legal advice and support on any legislative amendments relating to the NZSL Act as and when required. Legal advice on the NZSL Act Provisions as and when required

Desired Outcome

Communication access issues for Deaf people in the area of education are progressively addressed.

Outcome measures and timeframes

The work items in the 2006/07 New Zealand Sign Language Implementation plan are scheduled to be completed by 30 June 2007 .

Links to Disability Strategy

Objectives 1, 2, 3, 4, 6, 10, 11, 12, 13, 14, 15.