ERIC Number: ED331275
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Special Education in New Zealand. Report of a 1982 Survey. Studies in Special Education, No. 42.
Panckhurst, Fay; And Others
A questionnaire survey canvassed the views of 72 New Zealand educators, in order to identify gaps or deficiencies in services and to establish priorities for development. Respondents were asked to comment on special education system strengths, growing points, desirable policy directions, and special interests. Four issues emerged as central to service development: the support necessary for integrated provision, professional training, early assessment and intervention, and the involvement of parents. The report begins with discussion questions relating to the four issues. The background and design of the study are then explained. Other sections of the report discuss: (1) philosophy of and attitudes toward special education in New Zealand; (2) services for handicapped persons (structure and provision, quality, guidance and support services, and services for particular handicaps); (3) education of special education teachers, training needs, and career structure; (4) further issues, including assessment and intervention, curriculum and teaching methods, transition, parent education, evaluation, research, legislation, coordination, and funding. Following a conclusion and a list of 14 references, appendixes present statistical data from the survey, a list of survey participants, and a proposal for a National Advisory Committee on Special Education. (JDD)
Descriptors: Delivery Systems, Disabilities, Early Intervention, Educational Methods, Educational Philosophy, Educational Policy, Elementary Secondary Education, Foreign Countries, Mainstreaming, Parent Participation, Policy Formation, Program Development, Program Evaluation, Social Attitudes, Special Education, Student Evaluation, Teacher Education
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers: New Zealand