scholarly journals Special Education 2000: Developing a Policy for Inclusive Education in New Zealand

1996 ◽  
Author(s):  
Sue Brown
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Social Contexts

Special education has had a complex history in New Zealand. The Ministry of Education’s document Special Education 2000 is the latest attempt by Government to make policy and provision clear, fair and consistent. This paper examines Special Education 2000 in its historical, political and social contexts, with particular reference to the claim of the policy to be part of a government strategy for an inclusive education system.

scholarly journals New Zealand Day-Special Schools: Changes and Challenges Under Special Education 2000

2008 ◽  
Author(s):  
Trish McMenamin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Unintended Consequence ◽  
Special Schools ◽  
New Era ◽  
Inclusive Policy ◽  
The Impact

Special Education 2000 was introduced in 1996; the policy heralded a new era of resourcing and organisation for special education aimed to foster and develop an inclusive education system in New Zealand. This article explores the impact of that policy on New Zealand day-special schools. It is suggested that an unintended consequence of the implementation of Special Education 2000 was that day-special schools experienced a period of significant growth and expansion. The effects of this growth and expansion on the schools and their communities are discussed and the future role of day-special schools in an “inclusive” policy environment is considered.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education

2000 ◽  
Vol 24 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Don Brown ◽  
Charlotte Thomson ◽  
Angelika Anderson ◽  
Dennis W. Moore ◽  
Joanne Walker ◽  
...  
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Education System ◽  
Program Effectiveness ◽  
Inclusive Classrooms ◽  
Ecological Approach ◽  
Education Development ◽  
Cultural Elements ◽  
Resource Teachers ◽  
Demographic Profiles

The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

scholarly journals Intersectionality: A pathway towards inclusive education?

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 111-122
Author(s):  
Edvina Bešić
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Education System ◽  
Current System ◽  
Student Groups ◽  
Multiple Factors ◽  
Wide Range ◽  
Special Education Needs ◽  
Social Opportunities ◽  
Education Needs

AbstractThis article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term, specifically in the context of Austria, which currently focuses only on children with disabilities. The article not only sets out the thesis of intersectionality, but calls for the adoption of an intersectional lens in inclusive education in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups. Inclusive education means opening access to a wide range of educational and social opportunities for all children, not only those with disabilities or identified special education needs. The current system, in which children possess one identity marker, does not provide the support children need. Furthermore, it also reinforces inequalities not only within the education system, but also within society at large.

scholarly journals Inclusive education strategies in New Zealand, a leader in inclusive education

2016 ◽  
Vol 4 (2) ◽  
pp. 19-29 ◽  
Author(s):  
David Mitchell
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Educational Situation ◽  
High Level

Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level.

Inclusive education in New Zealand: rhetoric and reality

2016 ◽  
Vol 45 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Judith Anne Selvaraj
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Paradigm Shift ◽  
Clear Understanding ◽  
Current Policy ◽  
Special Educational Needs ◽  
Policy And Practice ◽  
Content Type ◽  
Special Education Policy

Purpose – New Zealand continues to struggle with interpreting and implementing its current policy of inclusion, especially as it relates to children traditionally known as having “special educational needs”. The purpose of this paper is to trace the discursive development of institutionalised Special Education in New Zealand and examines how the funding and policy mechanisms of neoliberalism within which rights-based inclusion was introduced have complicated the planning and delivery of services in schools. Design/methodology/approach – The paper draws on Gillian Fulcher’s (1989) discourses of disability as they are expressed through policy documents and educational reports to examine the language and values that have underpinned the development of Special Education policy and provision in New Zealand. Findings – The paper has identified and attempted to explain the extent to which traditional forms of exclusion have continued to structure current policy and practice despite a paradigm shift to inclusion. It argues that this has militated against clear understanding, acceptance and success of this major paradigm shift. Research limitations/implications – In examining the social nature of disability, and its implications in the structures of education today, it is possible to consider opportunities for acting to address these. Originality/value – The value of this work is in taking an historical approach to help understand why there continues be a distance between policy rhetoric and the reality of its implementation in practice.

scholarly journals Trends in Inclusive Education in the USA and Canada

2018 ◽  
Vol 8 (2) ◽  
pp. 28-34
Author(s):  
Maryna Grynova ◽  
Iryna Kalinichenko
Keyword(s):  
United States ◽  
Special Education ◽  
Civil Rights ◽  
Inclusive Education ◽  
Education System ◽  
The United States ◽  
Educational Needs ◽  
Gradual Transition ◽  
Team Approach ◽  
Special Educational Needs

Abstract This paper deals with foreign experience of implementing inclusive education for children with special educational needs in the United States and Canada. Legal documents on inclusive education in foreign countries have been analyzed. The most relevant topic of American and Canadian scholars’ researches on reforming special education is related to integration, that is gradual transition from exclusion of children with special educational needs to inclusion in comprehensive schools. Based on the analysis of American and Canadian researches on inclusive education it has been concluded that the changes in legislation and education policies of North American countries aim to achieve the highest level of progress in regular education and special education. It has been found that the development of inclusive education in Canada has undergone and is significantly influenced by the American education system. However, unlike the United States, Canada does not have a single legislative act that would standardize the introduction of inclusive education in the country. Each province has autonomous educational documents that specify the requirements for the inclusive education organization. It has been specified that in American schools, effective educational technology in inclusive education is a team approach when effective partner relationships are formed. A key to the successful integration of a child with special educational needs is the development of an individual curriculum. The Canadian education system, having its own national peculiarities that predetermine the differences in the course of education reforms, has always supported the democratic movement for civil rights and anti-discriminatory attitudes in US education. Foreign law and inclusive practice are an important source of ideas about possible ways to solve the problems of implementing inclusive education in Ukraine.

scholarly journals Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy

2007 ◽  
Author(s):  
Nancy Higgins ◽  
Jude MacArthur ◽  
Missy Morton
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Inclusive Education ◽  
Education System ◽  
Consumer Choice ◽  
Ministry Of Education ◽  
Human Right ◽  
Special Schools ◽  
Special Education Policy ◽  
Inclusive Education Policy

In 1996 the New Zealand Ministry of Education stated its aim to develop a “world class inclusive education system”. Through an analysis of current legislation and policy documents, this article argues that this policy has shifted, and the “clock is being wound back”. More children are enrolling in Special Schools, in keeping with neoliberal ideologies focused on consumer choice, outcomes, and the view that education is a private good and not a human right. There are unclear and at times contradictory messages about “special” and “inclusive” education that result in an education system that has no clear path forward towards inclusion. The focus is instead on “special” education policy, the maintenance of placement choice, and the surveillance and management of disabled students. It is suggested that the way forward is for radical systemic change, the development of a clear inclusive education policy, and an ideological focus on social justice.

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