"We need more than integration, we need real inclusion." Max started his educational career at a special school, but wanted to go to mainstream. The family found a non-zoned primary near their Auckland home that offered them the belonging Max craved, says his mum, Antonia. “Max requires … [Read More...] about Max and Antonia: Belonging
The bumpy road to inclusive education
It has been 30 years now since children with disabilities gained the legal right to attend their local school, but their journey to be included on the same basis as their non-disabled peers in the classroom is still ongoing.
The Government is reviewing Tomorrow’s Schools – the name given to the reforms that dramatically changed the governance, management and administration of schools in 1989.
The Independent Taskforce appointed to review it has found that students with learning support requirements do not have the same access to education as other students.
We know from evidence that many students with disabilities, along with their families and schools, have struggled for far too long. We know that children are being turned away at school doors, told they can’t complete a full day, or don’t get what they need to access the curriculum.
Tell us your story
We want to hear your stories and opinions about what is being done well, and what should change within the education system.
IHC will be making a submission, before consultation closes on 7 April 2019, to provide feedback on the key issues and recommendations. We will collate these stories and send them to government.
To share your story you can:
“We’re not hippy rejects, we home school because there was no other option." Some families in New Zealand choose to home school for philosophical reasons, but many others are home schooling because the education system cannot support them. There are no accurate statistics around this, and it … [Read More...] about Lucas and Stephen: Home Schooling
"Funding learning support is a matter of priorities." Berhampore School in Wellington has prioritised learning support in a way that demonstrates how a well-funded system could support all children to success, says principal Mark Potter. “The current system is financially deficient. For … [Read More...] about Mark Potter: Funding
"Teacher aides need to be trained to be effective." The role of teacher aide is de-centralised, de-profesionalised, low paid and legally requires no training or experience, but Lower Hutt based TA Maryann Hainsworth says she couldn’t do her job without specialist vocational knowledge. “I … [Read More...] about Maryann Hainsworth: Professional Development
"We need to recognise how essential emotional wellbeing is to good learning, and facilitate it for all children from the start." Much of the current support offered to learning support pupils is focussed on academic achievement, but good emotional health and wellbeing is vital for students to … [Read More...] about Felix and Kerry: Wellbeing