Education Review Office
New Zealand Disability Strategy Implementation 2007. Work Plan 2007-2008 and Report on Progress 2006-2007
Introduction
Ko te tamaiti te pütake o te kaupapa!
The child - the heart of the matter!
The Education Review Office (ERO) reviews the performance of schools, early childhood services and other education providers in the pre-tertiary sector to help bring about improved educational achievement.
ERO also provides evaluative information to the Government, education professionals, parents and communities to assist them in making decisions that relate to the education of young people in New Zealand.
High quality evaluation contributing to high quality education.
Education is an essential part of the fabric of a civil society. It should enhance and improve the nation's skills so that all citizens have the best possible future in a rapidly changing world. Education lies at the heart of the Government’s vision for economic and social development which has New Zealand with a strong national identity where diversity is valued, all families have the support and choices to be able to reach their full potential and is a great place to live, learn, work and do business for all its citizens.
ERO seeks to improve the quality of education through review and evaluation, and reports publicly on the quality of education received by children and students enrolled in early childhood services and schools. The individual school and service reports inform decisions by boards of trustees and service managers as well as providing a resource for education policy and decision makers at national level, for teacher training and for the academic research communities.
Education evaluation reports
Based on its findings in schools and services, ERO also evaluates and reports nationally on current education policy and practice. These high level education evaluation reports supply a wide and varied audience with information on topical education issues, stimulate debate on what counts as quality in education policy and practice in New Zealand, and help in the design, implementation and review of policy.
The report on the extent to which the education provided in schools meets the needs of disabled students, titled “The New Zealand Disability Strategy in Schools” was completed in June 2003. ERO followed this report with a series of evaluations that reviewed how effectively schools are meeting the needs of students with a wide range of special education needs.
These reports included:
- Evaluation of the Resource Teacher: Literacy Service;
- Resource Teacher Literacy Service: Examples of Good Practice;
- Evaluation of the Resource Teacher: Learning and Behaviour Service;
- Resource Teacher Learning and Behaviour: Examples of Good Practice;
- Evaluation of the use of the Ongoing Reviewable Resourcing Scheme;
- Evaluation of the use of the Special Education Grant; and
- Special Education Grant: Examples of Good Practice.
ERO Statement of Intent
ERO’s Statement of Intent refers to the fact that ‘education is fundamental to young people’s ability to develop, gain skills, contribute to the community, and enjoy a full and satisfying life’. All young New Zealanders - including those young New Zealanders with disabilities - have the right to receive an education. It is implicit in the right to receive an education that the education provided is of good quality.
Evaluation information gathered by ERO has the potential to contribute to wider public sector outcomes.
ERO is identifying how its information can be a contribution in terms of policy, research and evaluation. This work examines the nature of previous and current information contributed and scopes potential strategies to enhance this contribution. As part of the previous initiatives ERO has reviewed the Board Assurance Statement and guidelines to ensure that they cover the needs of disabled students.
Accessible government
All government agencies are asked to prioritise actions to increase their accessibility to disabled people.
This is about getting the basics right, so that disabled people can access government on the same basis as other people.
These actions support realisation of the New Zealand Disability Strategy’s objective 6: foster an aware and responsive public service. Four critical areas where disabled people interact with government agencies are:
- information – such as brochures, letters, publications, websites
- buildings – such as service centres, corporate offices
- services – such as face to face at a service centre, call centres, information electronically or hard copy
- as an employer – such as job application procedures, job descriptions, accommodations in workplaces, intranets.
Accessible information
Outcome: Disabled people can access publicly available government information on the same basis as non-disabled people. Disabled people know about, access and use government information and services.
Please describe against the suggested action outputs what your agency planned to do in the year ending June 2007, what your actual achievements were, and what you plan to work on for the year ending June 2008. Grey highlighted action outputs are new this year.
1. Online information (internet and intranets)
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Meet Web Guidelines version 2.1 | Meet most of the guidelines – have identified those not met. | Continue to seek compliance with web guidelines by working on those items identified. | |
| 2. Meet Web Guidelines versions 3.0 | Have identified what we need to do to meet guidelines. | Continue to seek compliance with web guidelines by working on those items identified. | |
| 3. Tested accessibility for disabled people | Have commissioned AccEase to carry out user testing to see where our website could improve usability and the kind of information we provide for disabled users. | Any actions that arise from testing. Our disability testing shows that our browser allows people to make the fonts larger on our website, and if requested we would print a word doc in large print. We will be able to provide audio-tape for short reports | |
| 4. Adapted to increase accessibility | Yes – options eg enlarged font, access keys. | Continue improvements and review web platform in line with the Intranet. | |
| 5. Download files accessed as HTML, and not only PDF | Only minimal amount of information not available in HTML. | Working on making all information available in HTML. | |
| 6. Plain English used | Every document that goes on the website is proofed and edited to make language as plain as possible. All Kura and Köhanga reo reports are published on the website in te reo Mäori. | Same | |
| 7. New Zealand Sign Language used | N/A | Nil |
2. Hard copy information
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Plain English used | All reports peer reviewed for language, grammar and reliability. | Same. | |
| a. Available in alternate formats, on request | Where there is an identifiable need for publications to be in alternative formats (eg: in large print, audio- tape or in an easy-to-read version), ERO will arrange for this to occur. Information to this effect will be on the web site. | No requests received | Same as previous. Able to provide in large font and we will be able to provide audio-tape for short reports. |
| b. New Zealand Sign Language | On request | No requests received | On request. |
| c. Braille | On request | No requests received | On request. |
| d. Audio | On request | No requests received | We will be able to provide audio-tape for short reports. |
3. Audio/visual resources
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. TV adverts have captions and/or NZSL | N/A | ||
| 2. DVD/video products have captions and/or NZSL | N/A |
4. Other information
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Multiple contact points are advertised as well as telephone | Yes | Yes | Continue to advertise multiple contact points. |
| a. Fax | Yes | Yes | |
| b. Email | Yes | Yes | |
| 2. Please tell us if there are other things that your agency does/or is planning to make its information accessible | |||
Accessible buildings
Outcome: Disabled people can visit, work, and move about independently in all government buildings and carry on ordinary activities there, on the same basis as others.
Please describe against the suggested action outputs what your agency planned to do in the year ending June 2007, what your actual achievements were, and what you plan to work on for the year ending June 2008. Grey highlighted action outputs are new this year.
1. Structural elements
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. All buildings and sites meet regulatory access requirements (eg NZS 4121) | Nothing planned – buildings comply. | - | Maintain current standards |
| 2. Buildings and sites have Building Code compliance | Nothing planned – buildings comply. | - | Maintain current standards |
| 3. Buildings and sites are audited for accessibility and passed (eg Barrier Free Trust, other accredited accessibility advisor) | Nothing planned | ||
| 4. Clear walk paths through floors (for staff and visitors) | Buildings to be assessed and action taken if appropriate and necessary. | ||
| 5. Assistive listening devices are in meeting rooms, and functioning checked regularly | Buildings to be assessed and action taken if appropriate and necessary. | ||
| 6. Elevators announce floors and direction of movement | Buildings to be assessed and action taken if appropriate and necessary. | ||
| 7. Elevator buttons have Braille labels | Buildings to be assessed and action taken if appropriate and necessary. |
2. Contact with the public
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Reception areas are accessible | Will do in conjunction with any planned changes to office space | ||
| 2. Counters used by public are lowered (eg for wheelchair users, people who have a problem standing) | Will do in conjunction with any planned changes to office space | ||
| 3. Frontline staff are trained in disability responsiveness | Include in Office Services staff training | ||
| 4. Staff are familiar with NZ Relay service | Planned awareness for support staff. | Nil | Include in Office Services staff training |
| 5. Clear and accessible pathways to enter buildings and sites | Buildings to be assessed and action taken if appropriate and necessary. | ||
| 6. Obvious and visible signage to locate entrances and exits | Buildings to be assessed and action taken if appropriate and necessary. | ||
| 7. Accessible car parking available near entrances | Buildings to be assessed and action taken if appropriate and necessary. |
3. Workplace management
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Contracts for IT applications require accessibility (for staff and/or public users) (eg EDRMS) | |||
| 2. Fire safety and evacuation procedures specify the needs of disabled people (staff and visitors) | Sites to be assessed and action taken if appropriate and necessary. | ||
| 3. Fire alarms have flashing lights to alert hearing impaired/deaf people | Sites to be assessed and action taken if appropriate and necessary. |
Accessible services
Outcome: Disabled people can access government services on the same basis as non-disabled people.
Please describe against the suggested action outputs what your agency planned to do in the year ending June 2007, what your actual achievements were, and what you plan to work on for the year ending June 2008. Grey highlighted action outputs are new this year.
1. Policy and practice
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Data on service users can be disaggregated by disabled people | N/A | ||
| 2. Services are responsive to the needs of disabled people | N/A | Include in staff training | |
| 3. There is a written policy on use and provision of New Zealand Sign Language interpreters for client meetings | Review current procedures to determine if needed and action as appropriate | ||
| 4. Staff dealing with service users are trained to understand and be responsive to disabled people’s needs | Include in Office Services staff training | ||
| 5. Staff have knowledge of the NZ Relay service, and how to place and receive calls. | Include in Office Services staff training |
Being a good employer
Outcome: Government agencies provide equal opportunities in employment for disabled people to be recruited, retained, and promoted on the same basis as non-disabled people.
Please describe against the suggested action outputs what your agency planned to do in the year ending June 2007, what your actual achievements were, and what you plan to work on for the year ending June 2008. Grey highlighted action outputs are new this year.
1. Employment practice
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Human resource EEO policies / procedures specifically recognise disabled people and do not discriminate against them | Nothing planned | ||
| 2. Recruitment processes are accessible and responsive (eg vacancies advertised with alternative modes of contact, website accessible, supports provided for interviews where necessary) | All vacancies are advertised in both news media and on websites. Telephone and email contact available. Support at interview encouraged. | same | |
| 3. Human resource staff are familiar with EEO issues for disabled people | |||
| 4. Induction training includes awareness of disabled people, as part of a diverse workforce | Elements are included in national induction training | ||
| 5. Internal agency communications promote the visibility of disabled staff, as part of a diverse workforce | Review internal communications for appropriateness. | ||
| 6. Data: the number of disabled people employed (using SSC EEO definition of disability) |
We collect and provide this information as required. 24
|
||
| 7. Data: the number of disabled people currently employed under Mainstream programme | Nil | ||
| 8. Data: the number of staff employed who were previously under the Mainstream programme | One. |
2. Supports for disabled staff
| Action outputs | Planned 2006-2007 | Actual achieved 2006-2007 | Planned for 2007-2008 |
|---|---|---|---|
| 1. Assessments of workplace accommodations and/or supports are provided (eg adaptive computer applications, flexible working conditions) | As required. Assessments done for all staff and adaptive devices provided where recommended. | ||
| 2. Accommodations in the workplace are provided, if needed (eg desk changes, NZSL interpreters, adaptive computer software) | See above. | ||
| 3. Data: the number and type of accommodations provided to staff | This data is not collected. | ||
| 4. Network of disabled staff supported, if requested | No requests. | ||
| 5. Disabled staff provided with opportunities for career advancement | |||
| 6. Disabled staff feel included in their workplace and have the same opportunities as non-disabled staff | |||
| 7. Please describe any other supports available to disabled staff | ERO fully supports disabled staff to work in the organisation by providing assistance to remain in employment and adjusting work environment as necessary. | ||
Leading work that makes a difference
This section is for agencies to describe key work that you are leading that makes a difference in the lives of disabled people. This work may be directly relating to disabled people, or it may be for all people but have a strong impact on disabled people.
You should use this template to:
- describe your planned work
- report progress against previously planned work and/or new work undertaken since the last plan.
There are separate sections for you to record any specific activities in support of:
- New Zealand Sign Language Act 2006
- National Health Committee’s 2003 report: To Have an ‘Ordinary’ Life: Community membership for adults with an intellectual disability.
You may like to consider whether you can plan implementation action over several years, with milestone dates that you can report progress against annually. There may be a wider goal that your agency is working towards that several pieces of work may contribute to, and you should refer to this goal in the following template.
1. Board Assurance statement
ERO has amended the Board Assurance statement, which is a document used by Boards of trustees to ensure that they comply with their responsibilities. Please refer to pages 6 (question 8) 14 (questions 11 & 12) and 15 (question 3), which detail questions asked in respect of disabilities.
This is checked by ERO at every review and where the school self review indicates no or unsure as a response to any of those questions then ERO will follow this up with the school.
Please note that with all curriculum review reports have included a section on how schools provide for diverse students, which includes disabled students.
2. ORRS Good Practice report
In a follow up to the Ongoing and Reviewable Resourcing Schemes (ORRS) report in June 2005 ERO developed an ORRS Good practice report. This was widely issued to schools and will inform the practice in schools.
A copy of this report is available on the ERO website: