Introduction

A 2010 Education Review Office (ERO) report, Including Students with High Needs,[2] found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools were found to have some areas of good performance, and 20 percent had few inclusive practices. ERO recommended that school staff should:

  • use the report’s findings, case studies, self-review questions and inclusive teaching indicators to review the extent to which students with high needs are included across the school
  • identify where students are not well included and implement a plan to extend the effective practice already in the school.

Subsequently, the Government’s policy Success for All set a performance target that all schools demonstrate inclusive practice by the end of 2014, with 80 percent of schools doing a good job, and none doing a poor job, of including and supporting students with special education needs.

To help monitor schools’ progress, ERO asked schools reviewed in Terms 1 and 2, 2011 to complete a questionnaire about their provisions for students with special education needs.

The Success for All policy

The Government’s Success for All policy has a vision of ‘Every School Every Child’, that requires all schools to demonstrate welcoming and enabling learning environments. The Success for All policy recognises the right of students with disabilities to be educated and to achieve in the same educational settings as all other students.

This policy promotes the achievement, participation, and presence of children with special education needs in every mainstream school. The aim of the policy is for schools to respond to the needs of the child.