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304 – Success for All, Every School, Every Child, New Zealand
Responsible body: Ministry of Education
Country of implementation: New Zealand
Beneficiaries targeted: All students
SUMMARY
Th 010-2014 is a non regulatory policy devised by the governement of New Zealand.
Its purpose is to achieve a fully inclusive system, and it is the result of a large consultation. Its innovative aspect lies in
micro management by each schools and in close partnership with parents, along with structural institutional reform
aiming to simplify dialogue between parents and educative administration. The close follow up and evaluation of the
implementation show a significant gain of schools demonstrating inclusive practice.
CONTEXT/P ROBLEMS TARGETED (WITH ADDITIONS FROM THE ZERO P ROJECT T EAM)
The New Zealand education system is highly devolved with each school being governed and managed by parent elected
boards of trustees. The Education Act 19892 enables all children, irrespective of disability, to enrol in thier local school.
In 2010 the Ministry of Education led a review of special education. More than 2000 people made submissions about
the qualities required for inclusive schools, effective transition processes, funding, resources, professional learning and
development and system-wide accountability and responsiveness. The recommendations focussed on: higher
expectations and stronger accountability;making it easier for parents and students; and delivering better value from the
Government's investment. A report undertaken by th ERO) and called
was undertaken the same year and released in 2011. Th 2010-2014
was born from this consultation, and uses a range of non-regulatory mechanisms at a system and individual level to
strengthen inclusion.
OBJECTIVES/GOALS
The purpose of the policy is to achieve a fully inclusive system. The Government set a target of 80% of all schools being
mostly inclusive with 20% on the way in 2014.
KEY F EATURES (W ITH ADDITIONS FROM THE ZERO P ROJECT TEAM)
The plan has focused on providing increased individualised support for the group of students with the highest needs as
well as young students with commuication needs; development of tools and resources to support classroom teachers to
include all students in their teaching and learning programmes; strengthening initial teacher training; provision of
training for school boards of trustees with expectations for increased reporting about participation and achievement of
students with special education needs and the development of a dispute reolution process where there are difficulties
between schools and families about children with special education needs.
2 Part 8 (1): People who have special educational needs (whether because of disability or otherwise) have the same rights to enrol
and receive education at state schools as people who do not.