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Special Education

PB4L School-wide Evaluation: Preliminary findings

PB4L School-wide Evaluation: Preliminary findings This report presents indicative findings from the first phase of an evaluation of Positive Behaviour for Learning: School-Wide (PB4L: School-Wide). The report discusses the implementation and short-term shifts for schools that began PB4L: School-Wide in 2010/11. The findings suggest that overall, PB4L: School-Wide is well-regarded in participating schools and is linked to a wide range of changes for schools, teachers, and students.

Author(s): Sally Boyd, Rachel Dingle and Nicole Herdina, New Zealand Council for Educational Research.

Date Published: June 2014

Transitions from early intervention to school-age special education services

Transitions from early intervention to school-age special education services This paper presents an overview of the international literature related to transitions between early intervention services and special education services for school-aged children. The review describes, firstly, families’ perceptions of services during the transition period, and, secondly, key factors associated with quality transition services.

Author(s): Research Division, Ministry of Education.

Date Published: September 2013

Successful transitions from early intervention to school-age special education services

Successful transitions from early intervention to school-age special education services The purpose of this report is to explore what is currently ‘not working’ in transitions from EI to school-age services from the perspectives of people involved in these transitions—to identify ‘what we can do better’ and explore how to improve transitions and outcomes for young people—to identify ‘what we do well’ and ‘what needs to be changed, and how’.

Author(s): Jacky Burgon with Joanne Walker, New Zealand Council for Educational Research.

Date Published: September 2013

Understanding special education from the perspectives of Pasifika families

Understanding special education from the perspectives of Pasifika families The aim of this report is to identify the strengths of current service provision; barriers to accessing SE services for Pasifika; and the extent to which cultural perspectives on disability and SE and the low numbers of Pasifika professionals affected engagement and satisfaction with SE services for Pasifika families.

Author(s): Lila Mauigo-Tekene, Lin Howie, Dr Bill Hagan, School of Education, Manukau Institute of Technology.

Date Published: July 2013

Supporting deaf learners using visual modes of communication within mainstream schools to access the curriculum

Supporting deaf learners using visual modes of communication within mainstream schools to access the curriculum Many deaf learners are geographically dispersed and many attend local mainstream classes, which can result in linguistic isolation with little access to natural visual language models. There is concern that they don’t always have adequate access to the curriculum because of their communication needs. The Ministry commissioned this report from Fitzgerald and Associates to understand their communication needs and current provision of services, whether different services might better meet their needs and how current services might be reconfigured. This report informs ongoing work on improving access to education for deaf learners.

Author(s): Fitzgerald and Associates. Commissioned by Sally Jackson and Yvonne Hope, Special Education Strategy, Ministry of Education.

Date Published: June 2012

Evaluation of the 'tips for autism' professional learning and development programme

Evaluation of the 'tips for autism' professional learning and development programme In June 2007, the Ministry of Education contracted a team from Massey University to evaluate ‘tips for autism’ – a professional development programme for people who work with and/or care for children with autism spectrum disorder (ASD).

The evaluation spanned three years. During the first year, the evaluation was co-purchased by the Ministries of Education and Health and Child, Youth and Family (CYF), a service of the Ministry of Social Development. The focus in this first year was on 'tips extended', a pilot programme for those supporting children with ASD who were also in the care of CYF.

The purpose of the 'tips' evaluation was to inform the future development of this programme which has been running in New Zealand since 2001, and to provide lessons for other ASD professional development initiatives. To achieve the objectives, the evaluation team was required to address a series of ten questions developed and prioritised by the Ministries of Education, Health and CYF.

Author(s): Jill Bevan-Brown, Roseanna Bourke, Philippa Butler, Janis Carroll-Lind, Alison Kearney, Mandia Mentis, Massey University College of Education.

Date Published: November 2011

Review of developmental orientation and mobility service delivery

Review of developmental orientation and mobility service delivery The purpose of the review was to provide the Ministry with ideas and options for how best to meet children’s DOM needs within existing resource constraints. The Ministry wanted the review to consider the funding, management, service models and provision of DOM services as well as future workforce needs and implications. The needs of Māori, Pasifika and children with complex needs were also considered.

Author(s): Dr Barbara Disley

Date Published: September 2011

Evaluation of Two Autism Spectrum Disorder Parent Education Programmes

Evaluation of Two Autism Spectrum Disorder Parent Education Programmes

Since 2001, the Ministries of Education and Health have co-purchased autism spectrum disorder (ASD) parent education programmes for parents and whānau of young children (from 0 to starting school age) with ASD. Over this time, two programmes have been purchased:

  • EarlyBird – a group parent education programme designed and owned by the National Autistic Society in the UK, and delivered by Autism New Zealand in most of the North Island.
  • ASD Plus – family and whānau education designed and delivered by Idea Services that can be offered face-to-face or via distance with technology, and is suitable for individual families/whānau or group delivery. Idea Services delivers ASD Plus in the South Island and Northland.
ASD parent education aims to improve parent and whānau knowledge of the impact of ASD, and increase family and whānau members’ ability and confidence to enhance their child’s communication, self-management and social interaction skills. The Ministries of Education and Health commissioned an evaluation of government-funded ASD parent education services to investigate the quality and impact of these programmes. Litmus undertook these evaluations concurrently between 6 August 2010 and 10 November 2010. Evaluation findings are presented in this report.

Author(s): Litmus, Prepared for the Ministry of Education

Date Published: September 2011

Summary of submissions in response to the Deaf Education Discussion Paper 2010

Summary of submissions in response to the Deaf Education Discussion Paper 2010 In June 2010, the Ministry of Education released the Deaf Education Discussion Paper 2010 (the Ministry, the Discussion Paper, the Paper). The Review of Special Education sought feedback on a broad range of issues. In deaf education there are a number of specific drivers for change and we asked you to help improve specialist education services for deaf and hearing impaired children and young people.

Released on Education Counts: April 2011

Author(s): Ministry of Education

Date Published: October 2010

Scoping support for New Zealand Sign Language users accessing the Curriculum Part I: An international literature review

Scoping support for New Zealand Sign Language users accessing the Curriculum Part I: An international literature review

This literature review has focused on the needs of those deaf children for whom visual communication through a Sign Language is beneficial for their educational development. The aim is to allow the sector to constantly and critically re-examine its work and approaches, as is called for in the literature (Schick et al 2006).

Released on Education Counts: December 2010

Author(s): Prepared by Fitzgerald & Associates for the Ministry of Education

Date Published: October 2010

Scoping support for New Zealand Sign Language users accessing the Curriculum Part II: A New Zealand overview

Scoping support for New Zealand Sign Language users accessing the Curriculum Part II: A New Zealand overview

Language instruction to children with hearing loss requires the highest level of competency at the earliest age levels in order to optimize neural plasticity providing the child the best opportunity to develop age or cognitively appropriate language development. This document addresses the need for children with hearing loss and their families to have high quality opportunities in visual communication, as we would also strive to provide for auditory/spoken language communication.

Released on Education Counts: December 2010

Author(s): Prepared by Fitzgerald & Associates for the Ministry of Education

Date Published: October 2010

Education that fits: Review of international trends in the education of students with special educational needs

Education that fits: Review of international trends in the education of students with special educational needs The purpose of this review is to outline international trends in the education of students with special educational needs, with the aim of informing the Ministry of Education’s current review of special education.

Author(s): David Mitchell, PhD - College of Education, University of Canterbury, for the Ministry of Education

Date Published: July 2010

Released on Education Counts: December 2010

The Review of Special Education 2010: Public response summary

The Review of Special Education 2010: Public response summary In 2010 the public were invited to participate in the Review of Special Education by responding to a discussion document featuring questions on special education.

Author(s): Ministry of Education

Date Published: August 2010

Technical review of published research on applied behaviour analysis interventions for people with Autism Spectrum Disorder

Technical review of published research on applied behaviour analysis interventions for people with Autism Spectrum Disorder

‘Technical Review of Published Research on Applied Behaviour Analysis Interventions for People with Autism Spectrum Disorder’ New Zealand Ministries of Education and of Health requested a technical review of the evidence base on the effectiveness of Applied Behaviour Analysis (ABA) for people with Autism Spectrum Disorders (ASD).

Released on Education Counts: April 2010

Author(s): Oliver Mudford, Neville Blampied, Katrina Phillips, Dave Harper, Mary Foster, John Church, Maree Hunt, Jane Prochnow, Dennis Rose, Angela Arnold-Saritepe, Heather Peters, Celia Lie, Katrina Jeffrey, Eric Messick, Catherine Sumpter, James McEwan and Susan Wilczynski (2009), Auckland UniServices Limited.

Date Published: 15 January 2009 - Revised 16 January 2009

The effectiveness of applied behaviour analysis interventions for people with Autism Spectrum Disorder

The effectiveness of applied behaviour analysis interventions for people with Autism Spectrum Disorder

This systematic review considers the evidence for the effectiveness of interventions grounded in the principles of applied behaviour analysis for people with autism spectrum disorder.

Released on Education Counts: April 2010

Author(s): Marita Broadstock & Anne Lethaby

Date Published: 19 December 2008

Research project on integrated effective service provision for children and young people with physical disabilities: Two part research project

Research project on integrated effective service provision for children and young people with physical disabilities: Two part research project 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.

Author(s): Phillipa Clark, University of Auckland; Jude MacArthur, Donald Beasley Institute; Trevor McDonald, Education Associates Limited; Carolyn Simmons Carlsson, and Pat Caswell, Special Education, Ministry of Education.

Date Published: November 2007

Integrated effective service provision for children and young people with physical disabilities: A summary of two research projects

Integrated effective service provision for children and young people with physical disabilities: A summary of two research projects This summary report highlights the aspects of the research which we see as being particularly important for policy, planning and practice.

Author(s): Ministry of Education

Date Published: November 2007

Literature review on intervention with challenging behaviour in children and youth with developmental disabilities

Literature review on intervention with challenging behaviour in children and youth with developmental disabilities 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.

Author(s): Luanna Meyer College of Education, Victoria University and Ian Evans School of Psychology, Massey University.

Date Published: December 2006

Evaluation of the Supplementary Learning Support initiative

Evaluation of the Supplementary Learning Support initiative 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).

Author(s): Nicole Brown, Kate Averill, Anne Dowden, Teresa Taylor, Karen Mitchelmore, Research New Zealand.

Date Published: June 2006

Enhanced Programme Fund evaluation 2005

Enhanced Programme Fund evaluation 2005 Enhanced Programme Funding (EPF) is designed to target resources to schools that attract a disproportionate number of moderate special education needs.

Author(s): Gray Matter Research Limited.

Date Published: June 2006

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