Special Education Publications

This summary report highlights the aspects of the research which we see as being particularly important for policy, planning and practice.

The research reports from both projects will be valuable for everyone involved in striving towards integrated effective practice for students with physical disabilities. The research captures day-to-day challenges and achievements.

This report, by Luanna Meyer and Ian Evans, summarises the processes, approach, and findings of a review of the literature and knowledge base regarding severe challenging behaviour in children and young people with developmental disabilities. The review is focussed on effective educational and support services for children and youth whose behavioural challenges accompany a diagnosis of intellectual disability, developmental delay, severe learning difficulties, severe traumatic brain injury, and/or autistic spectrum disorder.

Supplementary Learning Support (SLS) is a special education initiative designed to provide additional support to students with ongoing significant educational needs who have missed out for support under the Ongoing Reviewable Resourcing Schemes (ORRS).

Enhanced Programme Funding (EPF) is designed to target resources to schools that attract a disproportionate number of moderate special education needs.

A summary of New Zealand research evaluating an early intervention programme for parents of children with autism spectrum disorders.

The purpose of this study was to investigate Māori perspectives of Autistic Spectrum Disorder (ASD). Parents and whanau of 19 Māori children with ASD shared stories of raising their children.

This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides/kaiāwhina working with students with special educational needs, funded by the Ministry of Education. The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what its impact was, and ways to improve this kind of professional development in the future.

The purpose of this report was to assess how well national curriculum policy in New Zealand articulates learning outcomes for students who have special education needs. The report reviews national and international literature relating to curriculum policy and special education. The project also included interviews with five schools that support students with special education needs.

Enhancing Effective Practice in Special Education (EEPSE) Pilot study findings.

The Resource Teacher: Learning and Behaviour (RTLB) service began in 1999 to assist schools and teachers to achieve the best learning outcomes for their students who have moderate special education needs. RTLB complete an Annual Report at the end of each year which asks for information about the schools and students they worked with during the year and the nature of their work. The following article details the results from the 2001 Annual Reports and provides an overview of the work undertaken by RTLB during that year.

The purpose of this literature review is to identify and review research and studies that illustrate effective and/or evidence-based principles of early intervention practice which can be linked to improved child outcomes for children from birth to six years of age, who have special education needs. The resulting resource will be used to inform decision-making in regard to the future direction of early intervention services in New Zealand.

This report is a review of the research into the development and treatment of severe behaviour difficulties in children and adolescents. The review was commissioned by the Ministry of Education, and was produced by John Church and team from the Education Department at the University of Canterbury.

This research evaluates three educational programmes in the Auckland area for children with Autistic Spectrum Disorder (ASD). The programmes evaluated were Autism Action Precision Teaching Centre (AAPTC) programme, intensive Applied Behaviour Analysis (ABA) home-based programmes, and mainstream pre-school and school education. The report describes each service, their cost and how effective the programmes were in providing education for children with ASD ending with recommendations and conclusions regarding educational programmes for children with ASD.

In October 1998, a team from Massey University was contracted by the Ministry of Education to provide independent evaluation and monitoring of Special Education 2000 (SE2000) over a three year period. This page provides links to the final research reports.

This is the full report of the first stage of a research programme on effective services for students with disabilities, commissioned by the Ministry of Education convened Advisory Reference Group for Students with Physical Disabilities. The report on the scoping project report covers integrated and effective service provision for children and young people with physical disabilities, and outlines a proposal for the next phase of the research.

This is a summary of the first stage of a research programme on effective services for students with disabilities, commissioned by the Ministry of Education's Advisory Reference Group for Students with Physical Disabilities. The summary covers the key themes from the report on the scoping project - Integrated and effective service provision for children and young people with physical disabilities - and outlines a plan for the next phase of the research.

Early in 2000, the Government asked Dr Cathy Wylie, who is an educationalist and a researcher, to undertake a review of aspects of special education policy, SE2000. The review involved extensive consultation with schools, parents, other educators, disability organisations and providers. More than 1,000 submissions were received and Dr Wylie's review was released in August 2000.