Special education

Special Education RTLB (Looking back, to look forward)

  • State Education New Zealand

    Students with special educational needs were excluded from state education at its inception in 1877 as the onus on educating such students was placed on churches and voluntary organisations.
  • Special Classes

    Special classes for less successful learners. Students with physical and sensory disabililities were often placed in separate schools under the jurisdiction of hospitals
  • Beeby - right to free education

    Beeby - right to free education
    In 1939, Beeby, shortly to become Director of Education, stated that every child had a right to a free education of the kind to which he (sic) was best fitted and to the fullest extent of his powers
  • Guidance and Learning Units

    The origins of the RTLB can be found in the establishment of the guidance and learning units (GLU) in 1975. This service substituted the then provision of removing students with significant learning and behaviour from the classroom with an in-class, ecological model of support. The focus was on student performance in the context of the teaching programme, teacher behaviour and peer behaviour. This innovative approach represented a shift away from the functional limitations paradigm towards a an
  • Picot Report -Tomorrow's Schools

    A report on education was commissioned, the Picot Report (Department of Education, 1988a), which culminated in ‘Tomorrow’s Schools’ (Department of Education, 1988b) and the 1989 Education Act (Ministry of Education, 1989). The resulting educational reforms were based on the fundamental principles of equity, quality, efficiency, economy and effectiveness. When applied to the education system, these principles resulted in the abolition of Education Boards and with schools working directly with the
  • The Statement of Intent for Special Education in New Zealand

    Policy statement on special education establishment of Special Education Policy Implementation Team (SEPIT)
  • National Advisory Committe on Special Education

    Established by Ministry of Education, aim of committee was to provide independent comment acrosss the sector on policies being developed on special education and to develop special education guidelines
  • Special Education 2000 (SE 2000)

    Government announced new special education policy - which encompassed recommendations of the Draft Review of Special Education of 1987. The removal od administrative categories of disability, national guidelines for schools to set priorities for the allocation of resources for special needs and placed emphaise on teacher training to meet special needs in regular schools.
  • RTLB roles established

    500 special education teachers (special, xperience and assessment class teachers and itinerant special needs support teachers) were translated into Resource Teachers: Learning and Behaviour. A further 225 new positions were created to ensure a teacher:student ratio of 1:750. This provision - support for students with mild to moderate needs.
  • Resource Teacher: Learning and Behaviour (RTLB)

    Resource Teacher: Learning and Behaviour (RTLB)
    The RTLB service was established in 1999 as part of the Special Education 2000 policy. RTLB provide itinerant specialist support to students and their teachers, in order to improve the educational outcomes for Years 1 to 10 students with moderate learning or behaviour difficulties. RTLB work with, and are employed to work in a cluster of schools. A cluster is a designated geographical grouping of schools that determines its own governance and management structure within the RTLB policy framework
  • SE 2000 policy RTLB

    A requirement of SE 2000 policy is that RTLB take a pivotal role in the establishment of inclusive education.
  • SE 2000 Policy

    Development on Special Education 2000 policy occurred from 1995 - 1999. Policy developments and implementation occurred incrementally.
  • Review of Special Education 2000 - Wylie Report

    Presnted positive view of RTLB service but highlighted areas for improvement
  • ERO : Evaluation of RTLB service

    Identified variable service - need for more consistency in service delivery
  • RTLB: Policy and Toolkit

    In reponse to ERO report 2004, Toolkit provided schools with guidelines for the management and accountability of the RTLB
  • ERO Report RTLB Service

    Little had changed since 2009 report. Governanace and management structures had not changed. Inconsistencies in: management, evidence of effectiveness; use of data to inform practice; self review; accountability; practice. Questioned srvice value for maoney. Recommended a review of cluster model.
  • RTLB Review and Transformation

    Minister of Education instructed MOE to review and transform RTLB service. Ministry was keen to achieve greater governance, better alignment with other special education services, stronger professional leadership, more consistent practice and a focus on Maori and Pasifa students and better support services.
  • Amalamation of Supplementary Learning Support Teachers

    This was based on the review of special education which showed that the system was to complex and fragmented. Rationale was that the new service would provide a more unified and responsive support to students with learning and behaviour needs
  • Additional RTLB positions

    provide support for students working within level one of NZ curriculum. Students who were eligible for support from SLS teachers prior to 2013 will continue to receive this support.