Special Education Practices: Māori of New Zealand

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Managing the Special Education Grant
A Handbook for Schools

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CONTENTS
Page
1.0
1.1
1.2
1.3
1.4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Defining ‘Special Education Needs’
Professional Development of Teachers
What if the Special Education Grant Isn’t Enough?
Provision of the Special Education Grant - Three Principles

2.0
2.1
2.2

Management Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Creating a Special Education Policy
Responsibilities

3.0
3.1

Defining Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Using Data

4.0
4.1
4.2
4.3

Resources and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Finding Resources and Services
Selecting Resources and Services
Creating New Services

5.0
5.1
5.2
5.3
5.4
5.5

Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . 11 Monitoring
Evaluation
Difference Between Monitoring and Evaluation
Evaluation and Summative Assessment
The Evaluation Report

6.0
6.1
6.2
6.3
6.4
6.5
6.6

Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Behaviour Management
Assessment
Individual Teaching Techniques
Tutoring for Parents and Others
Attitudes to Special Education
Personal Supervision

7.0
7.1
7.2
7.3

Other Special Education 2000 Initiatives . . . . . . . . . . . . . . 16 Ongoing Resourcing Scheme
Severe Behaviour Initiative
Speech-Language Initiative

Appendix: Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Red Valley School
Maungarua High School
Strawbridge Intermediate School
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Published by the Ministry of Education
© Crown Copyright
March 1998
All rights reserved. Enquiries should be made to the publisher.

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ISBN: 0-477-05073-5

27/2/02, 1:34 PM

1 .0

INTRODUCTION
Special Education 2000 allows for profound changes in the ways that schools support students with special education needs. Schools are allocated the Special Education Grant to enable them to use the money creatively to best meet the needs of their students. This handbook is an initial guide to schools on how this can be achieved. The sections follow a process that a school could go through in setting up a system for the management of its Special Education Grant. As every school will already have some mechanism for handling students with special education needs, a reader can pick and choose the sections that are relevant to the individual school and its students. This handbook has been written for principals, teachers, members of boards of trustees and parents involved in the management of special education in schools. It will be updated with feedback from school communities. Comments, questions and suggestions are welcome. Please forward them to the Project Manager Special Education, Ministry of Education, Private Box 1666, Wellington.

1.1

Defining ‘Special Education Needs’
A student with special education needs will require extra assistance, adapted programmes or learning environments, specialised equipment or materials to support them in special or regular education settings.

Special education needs can be difficult to determine because they can vary from one setting to another. A student may appear to have special education needs in one class but not in another, simply because of specific learning or behaviour requirements. Some students have received support in the past under Special Education Discretionary Assistance (SEDA) and now do not qualify under the new stricter criteria of the Ongoing Resourcing Scheme. They do need to be supported by the Special Education Grant and are likely to be a school’s top priority....
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