Schools let down high-needs pupils

Half of New Zealand's schools are failing high-needs students, an Education Review Office report reveals.

IHC says the number is conservative and backs up stories of poor treatment of some pupils.

Associate Education Minister Heather Roy is calling for student teachers to have to work with special-needs children before they start out in the classroom. "The sad fact is, for many parents with a disabled child, their children are just not welcomed at their local school."

But a Wellington principal says resources are the key issue.

About 3 per cent of students are classified as having high needs. They have physical, sensory, neurological, psychiatric, behavioural or intellectual impairment.

The ERO report, released today, pins the failings on poor leadership and training in schools, as well as prejudice.

One school principal asked the education watchdog if such children really needed to come to school when they turned five.

"Would children with this level of learning be better to come to school at seven years of age?"

A parent spoken to by ERO recalled being asked by one deputy principal why she wanted to enrol her daughter at school when "she would never learn anything".

The report comes after a Human Rights Commission investigation into discrimination against special-needs children in schools, which attracted 261 complaints.

Ms Roy is also planning to take recommendations to the Cabinet next month from a review of special education she has been leading.

The ERO report analysed 30 secondary schools and 199 primary schools during the second half of last year. It found half the schools were mostly inclusive towards students with high needs.

About 30 per cent of schools had inclusive practices, but also showed weaknesses. The remaining 20 per cent failed to include students with high needs "in significant aspects of each school's academic, extra-curricular and social activities".

Ms Roy said special education had come a long way in the past 15 years, but there was still more to do. Teacher training was the best way of making a difference, she said.

Wellington High School principal Prue Kelly said resources were the bigger issue. "It's grossly under-funded. It's all very well to say personalised programmes, and get a plan around the kids, but actually it takes a huge commitment by the school to do that."

IHC director of advocacy Trish Grant said the report was conservative about how many schools were failing the pupils. The organisation was aware of parents paying for teacher aides, students receiving little help with learning and a high incidence of bullying, she said.

- © Fairfax NZ News