NEW ZEALAND AND EDUCATION

Amber HeimMajor: Psychology and Early Elementary Education

THE PURPOSE

The purpose of this PowerPoint is to go over the education system in New Zealand, with a special focus on the History of General Education, Special Education and new, different ways of teaching that are being introduced there.

GENERAL FACTS

Location: Islands in the South Pacific Ocean, Southeast of Australia

Land: 267,710 square kilometers Ethnic Groups: 56.8% European, 13.5 %

Other, 9.7% mixed, 7.4% Maori Official Languages: 91.2% English, 3.9%

Maori School Life Expectancy: 19-20 years

Citation: CIA The World Factbook

BRIEF HISTORY OF EDUCATION

1935 First Labor Government in New Zealand secondary school a requirement .

Believed in young kids learning through experience 1946 first ever supervisor of pre-school services –

encouraged ‘free play’ Prime Minister David Lang, 1980’s Policy Reform Ministry of Education – all issues to do with children from

birth Charters were developed “Raise achievement and reduce disparity” - goal

Mclachlan (2011)

EDUCATIONAL SYSTEM

Minister of Education & Education Minister Responsible for Review Office

Control New Zealand school system, established by National Parliament Ministry of Education

Makes curriculum framework, sets education policy Education Review Office

Formal accountability reviews of schools, collect information on educational systems’ health

New Zealand Qualifications Authority Oversees the procedures from Minister of Education and Education

Minister Responsible for Review Office Crown Agencies

Services for the learning disabled and early education

Sakura (2007)

EDUCATIONAL SYSTEM (CONTD.)

Required Board of Trustees – made up of parents, community members, staff members and a local principal.

Everyone has a say in what goes on in the school system School Charters – foundation of school management

Agreement between the gov. and community Targets, drives, translates the government guidelines, makes plans and goals

a possibility for schools Levels of schooling: Primary (Year 1-6), Intermediate (Year 7-8),

Secondary (Year 9-13) Quality Assurance Mechanisms of Assesment

School Self Review – each school has strategic objectives External Review – External Review Office (ERO) uses accountability review and

inspection of their objectives Assessment Policies – main purpose is to improve learning

Sakura (2007)

SPECIAL EDUCATION

Inclusion is understood to mean all kids will attend regular state-funded schools Still a presence today Debate: is this right or not?

SE2000 1996 – New Zealand’s 1st education policy Easier for “special students” to enroll at local school, inclusion

for all Ongoing and Renewable Resourcing Scheme (ORRS)

Majority of Funding for their programs Verification of how severe their symptoms are Helps provide 1 on 1 time for students and teachers

McMenamin (2011)

SPECIAL EDUCATION (CONTD.)

There are 28 Special Education Schools in New Zealand Vary in size and how they teach Less than 20 kids in some, more than 150 in others

Parents get to choose the school that their children go to Majority of special needs in regular education classes, long process to

get into a special school Review by Ministry of Education staff Personal for students

2010 Success for all – Every School, Every Child Special Schools important part of education system, choices and

support need to be available 1st time since the intro of SE2000 supported special school provision Ministry of education gave it all their support

McMenamin (2011)

SPECIAL EDUCATION (CONTD.)

ERO – Education Review Organization Reviews of special schools every 3 years

It’s proven special schools help children improve better and quicker Small class sizes, caring staff, individualized

programs, safe and secure environment Problems with Special Needs in Regular

Education Classrooms Disruptive, Participate in Sports, Camps, Funding

Mcmenamin (2011)

2009-2010 REVIEW OF SPECIAL EDUCATION

Four Options A. Current System B. No Special Schools C. Special Schools as resource centers D. Current System, Open Access

All evidence of review show that everyone who took it were in favor of having a special education class

Mcmenamin (2011)

SPECIAL EDUCATION (CONTD.)

Past 2 decades special education preference – mainstreaming kids Putting special needs kids in regular

education classrooms Children with mild intellectual disability

may not be receiving a fair education, inclusive

1980’s study shows resource room and special classes create great benefits

MANAIKALANI LITERACY PROJECT

Special Interest Group travels around New Zealand to see how different schools are learning

How technology is used in New Zealand to develop student voices in the classroom, community and world

Peer listening, Sharing Students Co-Developers, Co-Researchers in learning process

When they learn something they illustrate, write about it, share with a broad audience

Using Technology – paint, KidPix, HyperStudio, iMovie, blogging to the world

Shows growth, publishing creates confidence, and involvement to the community, improves writing and reading scores (as much as 4x)

Main Aim – change social educational and economic outcomes in disadvantaged communities

Charles (2010-11)

‘NATURAL ENVIRONMENTS’ IN REGULAR EDUCATION CLASSROOMS

Little is known about what special education children put in regular education classrooms go through

May-July 1995 a study was done on 6 Mild Intellectual Disability Students (7% of NZ population)

They were observed in class and in social events Then the teacher, students, person being reviewed,

and parents were interviewed What was found: no progress in reading or math for

7 months, poor social acceptanceLloyd (2000)

TRANSITIONING INTO A NEW SCHOOL STUDY

Transitions into school can be either positive or negative Influence a child’s social, emotional and academic

development and their response to future transitions Can be significantly more difficult for special needs children Transition Activities Questionnaires and interviews with

students, parents and children Different models triangulating questionaires and interviews Parents and teachers don’t have clear understanding of

transitional process What was learned: Transitioning is a difficult process that

needs to be fixed so families know how it worksLarson (2010)

PRIMARY TEACHER TRAINING PROGRAMS

7% of children in regular education classrooms have SCD (Specific Communication Disorders)

SCD in students that are past pre-school are likely to be long term and impact social life, behavioral problems and academics

3 hour professional development program Shows strategies that can be used with these types of

students, showed improvement and comprehension Questionnaire and videoed interactions with new kids

after the program 7 teachers improved 2 had no impact

Cunningham (2010)

THE FUTURE PT PROGRAMS

Future Primary Teacher Training Programs should include opportunities, observation, and feedback

More programs should be induced to help teachers understand the disabilities of the students that they may interact with on a daily basis so they know how to deal with them

Cunningham (2010)

THE FUTURE FOR TRANSITIONING STUDENTS AND FUNDING

The assignment of key professionals for the transitioning students

Essential set of skills that these people would need to know on transitioning into different schools for early elementary education children and for special education kids

Funding needs to be dominant over instructional accomplishments

Providing teachers aide is important Direct public payment to parents to cover their child’s

school costs Larson (2010) & Coleman (2011)

THE FUTURE FOR TECHNOLOGY AND MID

More technology should be implemented into the school systems, seeing as though it has been a beneficial learning tool for the students

Might even grow popular in other places Mild Intellectual Disorders it seems will be brought

forward, one on one time will be given to those who need it

New Zealand teachers also might just edam this as an unimportant part of their teaching career and therefore it could all go downhill.

Lloyd (2000) & Charles (2010-11)

REFERENCE LIST

Central Intelligence Agency (2011). CIA Charles, M., Dorothy , B., & Williams, M. K. (2011).

Learning and leading with technology. Lessons from New Zealand , 22-25.

Coleman, P. (2011). Special education 2000 policy: Our leaky homes?. Kairaranga , 12(1), 10-22.

Cunningham, M., Purdy, S. C., & Hand, L. (2010). Working with Children with Specific Communication Disorders: A Professional Development Programme for Teachers. Kairaranga, 11(1), 15-21.

Larson, C. (2010). Strengthening the transition for children with moderate needs: Perceptions of participants. Kairaranga , 11(2).

REFERENCE LIST

Lloyd, C., Wilton, K., K.M., & Townsend, M.R. (2000). Children at high risk for mild intellectual disability in regular classrooms: Six new zealand case studies. Education & Training In Mental Retardation & Developmental Disabilities, 35(1), 44-54.

McLachlan, C. (2011). An analysis of New Zealand's changing history, policies and approaches to early childhood education. Australasian Journal Of Early Childhood, 36(3), 36-44.

McMenamin, T. (2011). The tenacity of special schools in an inclusive policy environment: The New Zealand situation 1996-2010. Support For Learning, 26(3), 97-102.

Sakura, F. (2007). School monitoring and quality assurance in the new zealand school system. Educational Research For Policy And Practice. 6(3), 228-234.

Special education mission statemet. (2013). Retrieved from http://special-education.crowleyisd.schoolfusion.us/modules/groups/integrated_home.phtml?