Learning Support
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It's, like, trying to make us better people - My FRIENDS Youth final evaluation report
This evaluation report shows that the My FRIENDS Youth Resilience Programme aligns with government strategies, is consistent with the New Zealand Curriculum key competencies and the health and physical education curriculum, and can be effectively facilitated by teachers for all Year 9 students, including priority learners.
Author(s): Jo MacDonald, Roseanna Bourke, Melanie Berg and Jacky Burgon, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.
Date Published: December 2016
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Learning Support Client Satisfaction Survey
The Ministry of Education carries out satisfaction surveys of parents and educators about our specialist learning support core services.
Our core services are:
- early intervention
- behaviour
- communication
- Ongoing Resourcing Scheme (ORS)
This survey helps us identify what we can do better and how we are performing against our service promise and targets.
Author(s): Evidence, Data and Knowledge Group [Ministry of Education]
Date Published: Varies
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Patterns of student progress in the Intensive Wraparound Service
Intensive Wraparound Service (IWS) is designed for the small number of children and young people with highly complex and challenging behaviour, social or education needs, including those with an intellectual difficulty. IWS in New Zealand is a relatively new and rapidly evolving service that began in 2009/2010. In 2014, IWS aimed to support up to 285 students with a further 50 students being supported through a combined IWS/Severe Behaviour Initiative. This evaluation focused on the IWS-only students and was designed to contribute to the further development of IWS. It is part of a wider evaluation designed to provide the Ministry of Education and sector stakeholders with a fuller understanding of how three of the key PB4L initiatives-School-Wide (SW), Incredible Years: Teachers (IYT) and the Intensive Wraparound Service (IWS)-are being implemented in New Zealand.
Author(s): Jacky Burgon, Melanie Berg and Nicole Herdina, New Zealand Council for Educational Research. Report for the Ministry of Education.
Date Published: March 2016
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A Positive Culture of Support: PB4L School-Wide Final Evaluation Report
This report summarises the findings from the final phase of an evaluation of Positive Behaviour for Learning (PB4L) School-Wide. It describes the extent of implementation of School-wide in Schools, identifies short-term shifts and considers the longer term sustainability of the initiative.
Author(s): Sally Boyd and Rachel Felgate, New Zealand Council for Educational Research. Report for the Ministry of Education.
Date Published: August 2015
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"It's who we are" Stories of practice and change from PB4L School-Wide Schools
This report summarises the findings from case studies of seven schools that are part of the Positive Behaviour for Learning School-Wide (PB4L-SW) initiative. Schools were selected for their effective practice. In this report, commonalities and differences in practice are summarised, and key themes are illustrated by short narratives from the schools. The report also discusses the contribution PB4L-SW is making towards change at the schools. The main audiences for this report are schools and Ministry of Education staff who provide support and training to schools.
Author(s): Sally Boyd, Alex Hotere-Barnes, Lesieli Tongati’o, and Jo MacDonald, New Zealand Council for Educational Research.
Date Published: June 2015
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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
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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
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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
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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
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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
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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
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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
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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.
Author(s): Litmus, Prepared for the Ministry of Education
Date Published: September 2011
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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
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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
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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
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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
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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
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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
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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