Major equity gap in accessing special education support

Children face major equity gap in accessing special education support

9 December 2015

Thousands of children are missing out on educational opportunities because of under-resourcing, inconsistencies and difficulties around accessing special education support.

In its submission to the Education and Science Select Committee inquiry into dyslexia, dyspraxia and autism, NZEI said that equity has become a big factor in determining whether children get adequate access to appropriate support.

NZEI National President Louise Green said that students from higher decile schools are more likely to access special assistance and the level of funding that a child gets appeared to be more related to the ability of the parent to secure funding than the level of the child’s need.

She said parents with better resourcing in terms of money and time inevitably have more success in navigating what is a difficult and complex system.

“Early intervention is vital. The best gains are recorded by children who start intervention programmes at two to three years old."

NZEI is also concerned about the lack of professional development and training for teachers to recognise, respond to and teach diverse learners.

“Mostly, professional development is left to individual schools to organise, source and fund and there is a huge variability in quality.”

In its written submission, NZEI has called for more equitable access to resources and earlier intervention along with ongoing resourced intervention by trained experts.

“Secure, on-going employment and career pathways for teacher aides and Education Support Workers would ensure better stability and continuity for students.

“There is also a need for more investment in professional learning and development and improved initial teacher education in order to recognise and support students with diverse learning needs.”

Louise Green said the Government’s Special Education Update released last week aimed to address some of the difficulties around accessing special education support but she is concerned that there is still a huge need for more and better resourcing.

NZEI will be presenting its oral submission to the Select Committee at 11.00am today (9 December 2015).

ENDS

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