1. Sector Briefing 10 September Principals’ Moot 26 March 2010

2. 2 Purpose of the review A review to inform the government as it seeks to:  Improve parental choice;  Get better outcomes;  Improve efficiency; and  Get better value for money from existing funding and the additional $51million over four years from Budget ‘09

3. 3 Some of the issues that underpin the review Parents who say their children are not always welcomed in their local school; Children at the margins of eligibility for supports; Some schools and teachers who say they struggle to meet the needs of children with disabilities; Different perspectives on the role of special schools; Disability organisations that say the education sector does not always succeed in providing a quality education to all children; and A recession that constrains expenditure.

4. 4 The Discussion Document Special Education policy is complex public policy The Discussion Document presents information as clearly as possible about a complex system and asks those providing feedback for careful consideration and to think innovatively

5. 5 Funding $455 million per annum. Of this, major expenditure areas are:  Ongoing and reviewable Resourcing Schemes ($136m)  Resource Teachers: Learning and Behaviour ($68m)  Behaviour initiative ($34m)  Special Education grant ($34m)  School transport ($25m) Of the $450m, $300 million goes to schools and targeted to individual students or is allocated on a formula basis. The balance (around $150 million) is managed by the Ministry and used to purchase or provide specialist services (such as psychologists and physical therapists), early intervention, behaviour, speech language therapy, assistive technology and teacher aides. The Ministry supports around 30,000 children and young people.

6. 6 Cost per child and prevalence (Illustrative)

7. 7 High level framework The Education Act 1989 The United Nations Convention on the Rights of Persons with Disabilities The New Zealand Disability Strategy The New Zealand Curriculum and Standards

8. 8 Submission received A very pleasing number of responses – as at March 24th total of 1,500 received to date, most online - some were still arriving by mail. Of the people and organisations that made online submissions:  60% identified as working in the education sector;  36% identified as working in the special education sector;  34% identified as a parent or family member of a child with special education needs;  9% identified as working in the Health and Disability sector; and  1% identified as a student with special education needs. Note: Totals to more than 100% because respondents could describe themselves in multiple ways.

9. 9 Emerging themes Early support for :  Teacher and paraprofessional education;  Strengthening schools;  Agencies working better together; and  Improving transitions. Areas where there is most debate:  Roles of schools, the network of provision and the role of special schools;  Funding models, including accountability.

10. 10 Some other information Discussion document was launched and on line on 3 February and on 19 March submissions close Approximately 1600 submissions have been received Some stakeholder meetings in districts – part of “business as usual” opportunities Some national focus groups and some opportunities for oral presentations – Wellington, Christchurch and Auckland Focuses on high needs but excludes early intervention, behaviour, transport, property

11. 11 Some other information March/April – analysis of responses and a summary report developed The summary, along with other research, evidence and analysis will inform advice to the Government in June/July

12. 12 The disability community says it wants … ‘ For kids to be kids, to laugh and have fun, to have big dreams, to be with family that have hopes and dreams for us, to have friends in and out of school time, to take risks and not be smothered, to be safe and not be bullied.’