Students with learning support needs
- Assistive technology
- Behaviour services to help schools and students
- Day special schools for students with high needs
- In-Class Support funding
- Intensive Wraparound Service (IWS)
- National Transition Guidelines for students with learning support needs
- Ongoing Resourcing Scheme (ORS)
- Our service promise
- PB4L – Positive Behaviour for Learning
- Regional health schools for children who can’t attend school because they are unwell
- Residential special schools – for students with vision, hearing, behavioural and learning needs
- Resource Teachers: Learning and Behaviour service
- School High Health Needs Fund (SHHNF)
- Section 9 agreement for special education (now learning support) services
- Special Assessment Conditions (SAC)
- Specialist Teacher Outreach Service
- Children who are blind or have low vision
- Children and young people with autism spectrum disorder (ASD)
- Children who are deaf and hard of hearing
- Students with communication needs
- Teacher aide resource funding information
- Moderation process for teacher aide funding — for students in ORS and SHHNF
- Request a review of teacher aide funding – for students in ORS or SHHNF
- The Physical Disability Service
- Working with parents to resolve problems about learning support
- Further information
Assistive technology is the specialised equipment and technology that students with special education needs, use in class to participate and learn.
PB4L – Positive Behaviour for Learning is for people throughout our schools and early childhood centres. Its programmes are for individuals, groups, schools, teachers, parents and whānau. Programmes offer tools for supporting positive behaviour in situations of clear need, and in more settled environments.
The National Resource Teachers: Learning and Behaviour (RTLB) service works with kura and kaiako or schools and teachers to find solutions for student learning and behaviour needs.
Services to support teachers and parents to manage children and students with extreme behaviour needs.
The School High Health Needs Fund supports students at school and kura who have significant health conditions. The fund pays for a teacher aide when the student has a high health need and care is needed for more than 6 weeks.
Teachers from the Specialist Teacher Outreach Service (Outreach Service) can travel to schools in their local areas to support students on the Ongoing Resourcing Scheme (ORS).
If a student at school has a physical disability, the Physical Disability Service can help to support them to learn at school.
Day special schools are part of the schooling network in New Zealand and offer specialist teaching to students who have a high level of need.
Residential special schools - for students with vision, hearing, behavioural and learning needs.
Children or students who are blind or have low vision can get support from the Blind and Low Vision Education Network of New Zealand (BLENNZ).
Children who are deaf and hard of hearing can get support from the Ministry’s Advisers on Deaf Children (AoDCs) and Resource Teachers of the Deaf (RTDs).
If a child is unwell and can’t go to school, then teachers from regional health schools can teach them.
The Communication Service employs speech-language therapists who support children with high communication needs in schools.
The Intensive Wraparound Service (IWS) is for the small number of students with highly complex, challenging behaviour across several settings – at school, with their family and whānau, and in the community.
Our process for schools who are receiving teacher aide resource funding for verified students.
Successfully transitioning students with special needs from school to adult life is a focus for special education.
In-class support funding provides teacher aide funding to primary or secondary students with high learning needs.
A section 9 agreement allows students to enrol in a special school or regional health school. It also allows students to enrol outside the legal age in exceptional circumstances. The name ‘section 9’ refers to a part of the Education Act 1989 that deals with special education services.
Special Assessment Conditions (SAC) provide extra help for approved students when they are being assessed for their NCEA (National Certificate Educational Achievement). New guidelines are now available to help heads of learning support design school practices to support effective assessments of all students. There is also an online module for reader writers.
The Ongoing Resourcing Scheme (ORS) provides support for students with the highest level of need for special education to join in and learn alongside other students at school.
Special Education is a fund holder for students in the Ongoing Resourcing Scheme (ORS) and the School High Health Needs Fund (SHHNF). We follow an annual moderation process to decide teacher aide funding for students in ORS and SHHNF.
Schools can request a review of the teacher aide resource allocated to a student or child in the Ongoing Resourcing Scheme (ORS) or the School High Health Needs Fund (SHHNF).
Autism spectrum disorder (ASD) is different for everyone who has it.
If a parent feels their child’s learning support needs are not being met at your school, there are a number of steps you can take to help resolve the problem together.
Every child has the potential to learn and succeed. The adults around them must work well together for this to happen. Our Promise sets out our commitment to make things work well and to provide excellent service.
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