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New Zealand and Education

Amber Heim Major: Psychology and Early Elementary Education. New Zealand and Education.

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New Zealand and Education

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  1. Amber Heim Major: Psychology and Early Elementary Education New Zealand and Education

  2. 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. The Purpose

  3. 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 General Facts

  4. 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) Brief History of Education

  5. 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

  6. 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) Educational System (Contd.)

  7. 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

  8. 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.)

  9. 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) Special Education (Contd.)

  10. 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) 2009-2010 Review of Special Education

  11. 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 Special Education (Contd.)

  12. 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) Manaikalani Literacy Project

  13. 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 acceptance Lloyd (2000) ‘Natural Environments’ in Regular Education Classrooms

  14. 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 works Larson (2010) Transitioning into a New School Study

  15. 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) Primary Teacher Training Programs

  16. 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 PT Programs

  17. 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 Transitioning Students and Funding

  18. 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) The future for technology and MID

  19. 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

  20. 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? Reference List

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