The full version of the Framework for Action can be found on the Ministry for Education website here. On this page we have summarised and tried to provide details in plain language.
IHC’s settlement with the Government says the Ministry of Education will take reasonable steps to implement the following actions.
1. Enhanced data reporting
2. Improved data collection
Disabled students count, too
- Collect data on the number of students needing accommodations, such as assistive technology, accessible testing conditions, adapted teaching materials or classroom equipment, and specialist support services to learn.
- Data and evidence informs policy and resourcing, so disabled students have what they need for success.
- Investigate better options for how data is reported and published, so we know how the education system is working for disabled students.
3. Alternative funding structures
Greater funding impact
- Investigate alternative funding structures with a focus on early investment and wraparound support.
- There is an emphasis on funding effectiveness, impact and consistency with reasonable accommodation and accessibility.
4. Access to specialist support services
Quicker access to specialists
- Address workforce supply issues and issues between specialists and schools to support better and more timely access to specialists.
- The focus is on reducing the long waiting lists for specialists, including speech language and behavioural psychologists.
5. Collaboration with System Stewards
Working together for disabled learners
- Seek collaboration with education system stewards to identify and resolve concerns about enrolment, participation, learning, and achievement of disabled learners.
- Focus on effective teaching and monitoring of the achievement of diverse learners, through:
- Initial Teacher Education programmes
- Mentoring for teachers and principals
- Teacher standards
- Accreditation and registration processes.
6. Inclusive curriculum
Disabled students enabled to learn
- Ensure the curriculum is responsive to the needs of all learners and disabled learners have their learning achievement monitored and reported on like all other students.
7. Accessible infrastructure
Inclusive school environments
- Take steps to ensure schools are able to make physical accommodations, including technology and access, needed by disabled students.
- Develop a transparent method for monitoring accessibility and accommodations provided.
8. Specialist Network Investigation
Disabled students have what they need in all schools
- Investigate impacts of a dual system where there are both mainstream and specialist schools to inform resourcing and equity considerations.
9. Address deficit-based approaches
Strengths rather than deficits
- Investigate the impacts of deficit-based funding on students, parents and communities.
- IHC has heard from families how difficult it can be to focus on the negatives when seeking funding. The Ministry has committed to investigate connections between policy and attitudes of ableism.
- IHC hopes this will result in policy that focuses on what disabled children need for learning, rather than their perceived deficits.
