POSITIVE BEHAVIOUR FOR
LEARNING
Special Education U pdate
Early Childhood Advisory Committee
sub heading
7 December 2009
Dr David Wales
National Director, Special Education
15 June 2016
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Ministry vision
All children and students succeed personally and achieve educational success
The Update vision is that we will:
• Improve support for teachers and parents
• Deliver child centred, easy to access, prompt
and early support, for as long as it’s needed
• Strengthen collaboration between specialists,
educators, students, parents and whānau
• Provide quality information about additional
learning support
Child centred approach
One dream, one team, one system:
• Shifting from meeting criteria to planning an individual
pathway through the education system and beyond
• Shifting from deficit language/needs to strengthsbased, holistic practice
• One agreed, agile and learner-specific plan
• Key teams of child, parent/whānau, teacher (may
include other agencies)
− Owners for each plan, with accountability
• Practice model based on collaborative enquiry,
involving the right people
3
Communities of Learning - ownership
• Locally led, nationally supported solutions
• Sharing specialist skills, expertise, priorities and
access to the right support with CoLs
• Backing CoLs to know and meet the needs for each
of their individual learners with Ministry support
• Intervening early and enabling a seamless ‘whole of
education’ life journey for each learner
• Enabling CoLs to set achievement challenges that
build capability, share resources and respond to
shared demand
4
Empowering parents – voice and choice
• Services and support for parents so they are learning
alongside their children and being supported when
needed
• We want parents:
− Knowing what a good quality education looks
like and demanding it
− Easily accessing information, knowledge and
support
− Knowing what the choices are for their children
− Helping to decide how best to support their
children
• Parents can access timely information on their child's
progress and work as a team with educators
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Targeted and tailored – what works
•
•
•
•
The right support at the right time
Intervene and respond early to concerns
A triage approach
Coordination with other agencies involved with the child
or family
• Focusing on outcomes and where we will get the best
benefit from any intervention
• A differentiated model of intervention, matching the level
of support needed
• One point of ownership and accountability to:
− Get the right information from the right people
− Coordinate the right support for each child and
whānau, based on what works
6
Stewardship intentions
•
Understanding the Ministry’s role as sector
‘stewards’
•
Leaders in the education sector are the people
who lead teaching and learning:
− Early childhood services, schools, tertiary
“Our job as stewards of the education system is
to stand behind these (leaders)and their staff and
back them to win. We need to make sure they’ve
got the policies, resources, systems, support and
tools to ensure every child has the choice and
opportunity to be the best they can be.”
Peter Hughes, Education Review, 2013
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Learning support system
• One system for all learners – not one for most and another for those who need
additional support
• Our focus is on individuals’ strengths and helping diverse learners to learn
• Children are at the centre – not services and who delivers them
• All children and young people who
need learning support get the right
support at the right time to learn
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Next steps and timeline
• Discussions and testing high level design
with sector, including approach to
accountability
End March to mid May
• Seek endorsement of approach and design
from Ministers
June / July
• Detailed design with partners (ECE,
schools, parents and other agencies)
August to September
• Implementation
January 2017 onwards
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Feedback channels
Please email any ideas, information or questions to:
•
[email protected]
•
[email protected]
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