Sector Briefing

10 September

Principals’ Moot 26 March 2010

2 Purpose ofthe review A review to inform the government as it

seeks to: Improve parental choice; Get better outcomes; Improve efficiency; and Get better value for money from existing

funding and the additional $51million over four years from Budget ‘09

3 Some of the issues that underpin the review Parents who say their children are not always welcomed in

their local school; Children at the margins of eligibility for supports; Some schools and teachers who say they struggle to meet

the needs of children with disabilities; Different perspectives on the role of special schools; Disability organisations that say the education sector does

not always succeed in providing a quality education to all children; and

A recession that constrains expenditure.

4

The Discussion Document

Special Education policy is complex public policy

The Discussion Document presents information as clearly as possible about a complex system and asks those providing feedback for careful consideration and to think innovatively

5 Funding $455 million per annum. Of this, major expenditure areas are:

Ongoing and reviewable Resourcing Schemes ($136m) Resource Teachers: Learning and Behaviour ($68m) Behaviour initiative ($34m) Special Education grant ($34m) School transport ($25m)

Of the $450m, $300 million goes to schools and targeted to individual students or is allocated on a formula basis.

The balance (around $150 million) is managed by the Ministry and used to purchase or provide specialist services (such as psychologists and physical therapists), early intervention, behaviour, speech language therapy, assistive technology and teacher aides. The Ministry supports around 30,000 children and young people.

6 Cost per child and prevalence(Illustrative)

-

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

$-

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

Prevalence

Cost

RTLB

SEG

ORRSSLS

Other moderate contracts

7

High level framework The Education Act 1989

The United Nations Convention on the Rights of Persons with Disabilities

The New Zealand Disability Strategy

The New Zealand Curriculum and Standards

8 Submission received A very pleasing number of responses – as at March 24th

total of 1,500 received to date, most online - some were still arriving by mail.

Of the people and organisations that made online submissions:

60% identified as working in the education sector; 36% identified as working in the special education sector; 34% identified as a parent or family member of a child with

special education needs; 9% identified as working in the Health and Disability sector;

and 1% identified as a student with special education needs.

Note: Totals to more than 100% because respondents could describe themselves in multiple ways.

9 Emerging themes Early support for:

Teacher and paraprofessional education; Strengthening schools; Agencies working better together; and Improving transitions.

Areas where there is most debate: Roles of schools, the network of provision and

the role of special schools; Funding models, including accountability.

10

Some other information

Discussion document was launched and on line on 3 February and on 19 March submissions close

Approximately 1600 submissions have been received

Some stakeholder meetings in districts – part of “business as usual” opportunities

Some national focus groups and some opportunities for oral presentations – Wellington, Christchurch and Auckland

Focuses on high needs but excludes early intervention, behaviour, transport, property

11

Some other information March/April – analysis of responses and a summary report

developed

The summary, along with other research, evidence and analysis will inform advice to the Government in June/July

12

The disability community says it wants …

‘ For kids to be kids, to laugh and have fun, to have big dreams, to be with family that have hopes and dreams for us, to have friends in and out of school time, to take risks and not be smothered, to be safe and not be bullied.’