Support for difficulties in learning, behaviour and disability in New Zealand's schools

Abstract

Abstract: This chapter reflects on the way in which early forms of special education in 19th-century New Zealand, including categorisation and institutionalisation of individual young people, mirrored the societal frames of reference that the colonisers of the country brought with them. The system continued into the 20th century. In recent years, a greater focus on community support for children from a Māori perspective, and compliance with international human rights legislation, have led to a national policy for inclusive education and a goal of educating all learners in mainstream. However, there is no specific legislation regarding individualised notions of learners ‘with SEND’, and what schools provide can vary. National reports have critiqued aspects of the current system, for example, in some schools, apparent rejection of some students, widening of achievement gaps, paucity of provision and restrictions on disabled students’ career opportunities. Unless individual needs are identified and adequately addressed, learners cannot have equality of opportunity for the future. A new system for learning support that is designed to facilitate appropriate timely provision is being introduced across the country at the time of writing this chapter. We have yet to see whether this will address the concerns that have been raised.