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ABA
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Applied Behaviour Analysis.
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ADD
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Attention Deficit Disorder.
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ADHD
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Attention Deficit Hyperactivity Disorder.
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Advisor/adviser
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A specialist working alongside parents or caregivers and teachers to help a student with a particular disability.
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Advocate
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A person who will provide support and/or represent the interests of another person.
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Alternative Education
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A programme that allows students aged between 13 and 16 who have become alienated from school to continue their education with an alternative provider.
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Application
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Refers to an application for funding to cover special education initiatives for a student with special needs. Access to other services will be through a referral system.
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ASD
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Autistic Spectrum Disorders.
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Assessment
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An evaluation of a child or young person in their learning environment, that outlines their skills and needs, and the level of support required.
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Assistive Technology/Assistive Equipment
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Described as "simply anything that can help a person with disabilities do something they cannot do, or help them do it better than they can without it" - a wide range of tools for students with special education needs that help them access the learning curriculum. Click on the link for more information about Assistive Technology.
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Attached Units
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They are classrooms that represent "home" or schooling rooms for students with special education needs.
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Beginning Teacher
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A teacher straight out of teacher training at a college or school of education. They must teach in a classroom for two years to be fully registered.
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BST
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Behaviour Support Team, formerly known as a Behaviour Education Support Team. A team of people with expertise in behaviour management who provide intensive in-school support, which includes liaison with parents and caregivers and appropriate community and government agencies.
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Bilingual
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Able to speak in two languages.
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Caregiver
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The adult taking responsibility for looking after a child or young person - not necessarily the legal guardian.
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Centres For Extra Support
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On and off-site intensive support for school students with very high behaviour needs. These operate differently from region to region, however, where there are facilities, they offer short term support (up to 40 weeks) for the small number of students with behaviour difficulties who cannot be managed within their local schools.
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Cluster
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A group of schools, typically in the same area, that work together and usually share funds, teachers and special education specialists to support their students.
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Communication
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This is the area of special education work that addresses difficulties a student may have with speech, language and interaction with others.
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Communication Initiative
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Another term for speech-language services. It describes the support for students who have a high need for speech-language therapy but do not meet the criteria to be part of the Ongoing and Reviewable Resourcing Schemes (ORRS).
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Consultation
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Asking advice, discussing issues and seeking opinions of people who are in contact with a student or who have an involvement with that student's education. Teachers also consult with specialist staff.
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Criteria
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Conditions that need to be met to get funding, services and so on.
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Curriculum
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A school curriculum is each school's programmes of teaching and learning. The national curriculum for all New Zealand schools is set out in the National Curriculum Statements.
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Decile
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The rating given to a school related to the economic and social factors of the local area. The Special Education Grant (SEG) for each school is worked out on this rating.
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Direct Funding
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Funding specifically for an individual student. These funds must be spent for the direct benefit of the particular student they were provided for.
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Early Childhood Centres
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Licensed and/or chartered providers of early childhood education based on sites.
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Early Childhood Services
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In New Zealand the term early childhood education refers to the provision of education and care for young children and infants before they begin school. Services are offered by a range of providers, for example, playcentres, kindergartens, te kohanga reo.
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Early Intervention
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Support for young children with special education needs which is available from birth to the child's successful transition to school. The support is also available to families and early childhood services.
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EarlyBird Programme
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A joint Ministry of Education and Ministry of Health education programme for parents to increase their understanding of autism, particularly for those with pre-school children.
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Ecological Model
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An approach which recognises that the student does not operate in a vacuum, but that surroundings and context also have an impact on abilities and needs. Ecological assessments, for example, include a study of the student's physical environment and their interactions with the people in close contact with them.
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Educational Setting
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Where the student is learning.
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Education Review Office (ERO)
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The Education Review Office is the government department which reports publicly on the quality of education in all New Zealand schools and early childhood centres, including private schools, kura kaupapa Mäori (Mäori language immersion schools), special schools and köhanga reo (Mäori language early childhood groups). For more information click on the link
http://www.ero.govt.nz.
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Education Support Worker (ESW)
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Teacher aides, also known as paraprofessionals, who work within the early childhood sector.
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Effective Practice Model
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A general term referring to quality education practice which may have the following characteristics:
- service provision which can be tailored to meet the needs of individual children and their families
- opportunities for individuals, their families and whanau to consider options and choose interventions
- includes an active role for the child or young person, their family or whanau in contributing information and making informed decisions based on accurate and accessible information.
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Enrolment Schemes
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Some schools have enrolment schemes that limit the number of students who can enrol, because of the risk of overcrowding. These schemes must not be used to exclude students with special education needs alone.
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Entitlement Staffing
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Refers to the number of full-time (or full-time equivalent - see FTTE) teachers that a school is entitled to given the number of students attending and their education needs.
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EPF
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Enhanced Programme Fund - a new fund introduced in 2002 to assist schools with a disproportionate number of students with special education needs to provide a reasonable range and quality of education.
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Equipment
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Additional or specialised equipment to help students achieve their educational goals.
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Facilitators
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Special Education Facilitators play a key role in developing and enhancing a constructive partnership between families and schools where there are students with special education needs. For example, they help bring about resolutions to difficult situations between schools and families.
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Foundation Curriculum Policy Statements
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Are the statements of policy concerning teaching, learning and assessment and make up part of the
National Education Guidelines. (Note: The New Zealand Curriculum Framework has not been gazetted as such a statement).
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FTTE
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A full-time teacher equivalent. One full-time teacher equivalent is a teacher employed for a full working week. This may be varied, for example, by two teachers sharing a full-time teaching equivalent.
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Fundholder
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The organisation holding the funds provided by Government on behalf of individual students on the Ongoing and Reviewable Resourcing Schemes (ORRS) for example, the Ministry of Education's Special Education group, or accredited fundholder schools.
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Goals
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These are targets set by the teacher, family, student and service providers that a student can achieve within a set timeframe. Goals are often referred to as part of a student's Individual Education Programme (IEP).
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Governance
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The board of trustees has a governance role. They are responsible for policy development and the overall management of the school.
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High Health Needs (support for students who have)
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Special education support provided in two parts:
1. Regional Hospital Health Schools - these schools have been established in Auckland, Wellington and Christchurch and have responsibility for managing a teaching service for students with high health needs in their respective regions. The criteria to access the hospital schools are ten or more consecutive days absence from school due to high health needs and/or six or more admissions to hospital in one year and/or a total of 40 school days absence because of high health needs.
2. School High Health Needs Fund (SHHNF) - this fund provides resourcing for teacher aide care and supervision for students with high health needs so they can attend school safely.
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Identification
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Finding out what a student's particular support needs are so they will receive the right assistance.
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IDP (IP)
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The Individual Development Plan or Individual Plan is an early intervention programme developed for children with special education needs. It outlines the child's goals and the resources, support, monitoring and evaluation required to enable the child to meet those goals, over a defined period.
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IEP
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The Individual Education Programme (also known as Individual Education Plan) is a programme developed for students with special education needs. It outlines the student's goals and the time in which those goals should be achieved. The programme also includes the resources, monitoring and support, and the evaluation required to enable the student to meet those goals over the defined period. Ideally, the IEP is reviewed at least twice a year.
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Inclusion
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Inclusion is a term used world wide and has many definitions - the most common refers to the philosophy and practice of providing learning opportunities for all children according to their needs. For example, the aim of the Inclusive Curriculum is to fit the learning programme to the student rather than the student to the programme.
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Kohanga Reo
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An early childhood centre where all of the children learn in Te Reo Mäori.
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Kura Kaupapa
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Primary schools where teaching and learning is in Te Reo Mäori.
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Learning Outcomes
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The knowledge, skills, attitudes and values a student has achieved as a result of an education programme - learning, teaching and other forms of intervention.
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LSF (Learning Support Funding)
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A lump sum provided to RTLB clusters to manage and use to meet the needs of students with learning and behaviour difficulties. For example the funds could be used to provide release time for classroom teachers to meet with the RTLB, or to prepare an Individual Education Programme.
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LSN (Learning Support Network)
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Learning Support Network is a term used in the Wylie Review to describe special education services.
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Magnet Schools
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A term used to describe schools that identify as having a disproportionately high number of students with moderate learning and/or behaviour difficulties.
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Moderate Needs
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Special education needs which do not meet the criteria for
the three high needs initiatives but that are significant enough for schools to identify and address. Schools may meet these needs through additional one-to-one or group learning support or through the use of their Special Education Grant (SEG), or referrals to Resource Teachers: Learning and Behaviour (RTLB) or other services specifically for children and young people with moderate needs.
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Mainstream/mainstreaming
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A regular school environment where a student with special education needs is taught within a general classroom.
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Monitoring
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Measuring progress.
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National Administration Guidelines
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Statement of school operation requirements that are addressed to boards of trustees. A component of the
National Education Guidelines. Amended in 1993, 1996 and again in 1999.
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National Curriculum Statements
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The statements are the documents which schools use to ensure that teaching and learning programmes enable all students to meet the requirements of the New Zealand Curriculum. The statements define in more detail the knowledge, understanding, skills, attitudes and values described in the New Zealand Curriculum Framework.
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National Education Guidelines
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Statements for education in New Zealand. Made up of four components: the National Education Goals, the Foundation Curriculum Policy Statements, the National Curriculum Statements and the National Administration Guidelines. First developed in 1990 and substantially revised in 1993. See
National Education Guidelines.
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New Zealand Curriculum Framework
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The policy document which sets out the policy direction for the New Zealand curriculum.
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New Zealand Disability Strategy
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A Government-led strategy released in 2001to promote a society more inclusive of disability and disabled people.
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Occupational Therapist
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Occupational therapists (OTs) help people improve their ability to perform tasks in their daily living and working environments. They work with individuals who have conditions that are mentally, physically, developmentally, or emotionally disabling.
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Ongoing Needs
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Special education needs that are expected to continue throughout a student's schooling.
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Ongoing and Reviewable Resourcing Schemes (ORRS)
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Part of the Government's Special Education support package to provide funding for students with high and very high special education needs. Click here for further information about
the three high needs initiatives.
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Paraprofessionals
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Teacher aides and education, behaviour and communication support workers.
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Physiotherapist (PT)
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Physiotherapy is a professional health discipline primarily directed toward the prevention and alleviation of movement problems to promote independence for the student in their home, school and community
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Professional Supervision
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Where an independent person with particular skills works with an individual on their professional practice and associated issues.
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Professional Development
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Training for those involved with a student with special education needs - teachers, paraprofessionals, principals, trustees, specialists, parents and caregivers.
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Property Modifications
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Capital works such as alterations or additions to school property to enable children and young people with special education needs to enter and carry out regular activities within state schools.
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Regional Hospital Health Schools
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Education provision for students who cannot attend their regular school because they have high health needs.
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Regular Classes
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Classes for students with and without disabilities i.e. that are not special education classes.
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Resource Teachers: Learning and Behaviour (RTLB)
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Specially trained teachers who support and work within schools to assist staff, parents and community members to meet the needs of students with moderate learning and/or behaviour difficulties.
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Resource Teachers: Literacy (RT Lit)
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Specially trained teachers who support and work in schools, assisting staff to meet the needs of students with reading and writing difficulties.
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Resource Teachers: Vision (RT Vision)
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Resource Teachers Vision, also known as Itinerant Resource Teachers of the Visually Impaired. These teachers are employed by a school to assist in the development of programmes to help teachers support students who are blind or vision impaired.
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Resourcing
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Refers to the level of funding and assistance provided to students according to the help they need. The funding is provided either to the school or to the "fundholder" to manage the funds for students with special education needs.
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School High Health Needs Fund (SHHNF)
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Paraprofessional support for students with care and safety issues arising from health needs.
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SE 2000 (Special Education 2000)
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Special education policy, launched in 1996 and implemented in phases over three years. Aspects of this policy were reviewed by the Wylie Review.
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SENCO
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Special Education Needs Co-ordinator in schools.
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SES (Specialist Education Services)
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The now disestablished SES has become part of the Ministry of Education and is known as the Ministry's Special Education group.
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Section 9 Agreement
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An agreement between a parent or guardian and the Secretary for Education for a child or young person to enrol at a special education facility or to continue to be enrolled in a particular setting beyond the legal age for students without special education needs.
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Severe Behaviour Difficulties
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Students whose behaviour jeopardises their own physical safety or that of others and severely limits the student's access to the school curriculum.
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Severe Behaviour Service
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Provision of advice and specialist support for students with severe behaviour difficulties and their schools, parents, caregivers and families, whänau, the community and government agencies.
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Special Education Grant (SEG)
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A grant provided to all schools to assist students with moderate special education needs. The amount is based on the school's decile ranking and roll size.
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Special Education group
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On February 28 2002, staff from the former Specialist Education Services (SES) and the Ministry of Education's special education area combined to form a new group in the Ministry focused on providing services to children and young people with special education needs, and their families and whanau, schools and early childhood centres.
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Special Education Policy Guidelines
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Guidelines developed by the National Advisory Committee on Special Education to assist early childhood services and schools with achieving the National Education Guidelines.
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Special School
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A school providing specialist education or support for students with specific physical, behaviour, sensory or intellectual support needs.
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Specialist Service Provider
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Includes field staff of the Ministry's Special Education group and other disability, rehabilitation and special education specialists.
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Specialist Teacher
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A teacher with particular training and expertise in assessment and teaching strategies for students with special education needs.
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Speech-Language Services
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Support for students who are not in the Ongoing and Reviewable Resourcing Schemes (ORRS), but have a high need for speech-language therapy. (See Communication.)
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Support Workers (SW)
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Teacher aides, also known as paraprofessionals, who work within schools and early childhood centres to help the teacher support students with special education needs. They include kaiawhina, education, behaviour and communication support workers.
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Teacher Aides
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People who help educators support children and young people who have special education needs, also known as kaiawhina.
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Te Reo Tataki
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Professional development for early childhood educators and families which uses the Ministry resource Te Reo Tataki - Including Everyone.
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Therapy
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A treatment or programme to support a student with a particular disability.
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Therapists
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Specialists who work to help a student with a particular disability. Includes speech-language therapists, psychologists, occupational therapists, music therapists and physiotherapists.
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Transition
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Usually refers to the time when the child or young person is changing their educational environment for example from an early childhood centre to school, between schools, or from primary to secondary school or from school to the community.
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Verifiers
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A panel of experienced special educators who decide which particular students are eligible to be funded under the Ongoing and Reviewable Resourcing Schemes (ORRS) and the School High Health Needs Fund (SHHNF).
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Very High Needs (or high needs or combined moderate needs)
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Education needs which meet the criteria for the three high needs initiatives included in the Ongoing and Reviewable Resourcing Schemes (ORRS).
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Years
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Class levels for the first 13 years of schooling:
Year 1-8 (5-11 years of age) = primary schooling
Year 9-13 (12-18 years of age) = secondary schooling.
These terms must be used for resourcing purposes within the Ministry of Education, but schools may designate classes by other terms currently in use.
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Wylie Review
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A review done by Dr Cathy Wylie in 2000 to look at aspects of the Special Education 2000 policy.
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