Students requiring learning support
Schools are required to be inclusive under the Education and Training Act 2020 and this is reinforced by the New Zealand Disability Strategy.
View how this is applied in Education and disability legislation guiding our approach to learning support.
Below are the types of services and aid available for children, students, teachers and schools as part of Learning Support:
- Support available for children
- Specialist services
- Teacher aid funding for schools
- Resource/specialist teachers
- Specialist schools
- Support for schools
Learning support is available for children and young people:
- who are autistic
- who are blind or have low vision
- identified as deaf and hard of hearing
- with speech, language and communication needs
- that need extra help when they are being assessed for their NCEA (National Certificate Educational Achievement – Special Assessment Conditions (SAC)
- who can’t attend school because they are unwell – Specialist schools
- with additional learning needs as they transitioning from school to adult life – National Transition Guidelines for students with additional learning needs
- with the highest ongoing levels of need for specialist support – Ongoing Resourcing Scheme (ORS), and
- with additional learning needs that require specialised equipment and technology to use in class to increase or improve their ability to learn and participate – Assistive technology.
There are specialist services that support:
- Students with a physical disability. The Physical Disability Service works with teachers and schools to help them adapt the environment around the student to meet students’ needs.
- Positive behaviour in situations of clear need. The PB4L – Positive Behaviour for Learning helps people throughout our schools and early childhood centres with programmes for individuals, groups, schools, teachers, parents and whānau in more settled environments.
- Managing difficult behaviour. The Behaviour services to help schools and students deal with its effect on schools, families and whānau, and communities.
- A comprehensive, holistic, youth and family/whānau driven way of responding. The Te Kahu Tōī, Intensive Wraparound Service (IWS) is for when children or youth experience significant challenges in their lives.
Information is provided here for schools about Teacher aide resource funding including funding through:
- The Ongoing Resourcing Scheme (ORS).
- The School High Health Needs Fund (SHHNF).
- The Behaviour services.
- In-class support funding for students with ongoing learning needs (as a fixed amount).
Schools can request an informal or a formal 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) – Request a review of the teacher aide resource for students in ORS or SHHNF.
Resource/specialist teachers provide services to schools and students with learning support needs. These services include:
- Resource Teachers: Learning and Behaviour (RTLB) service
- Resource Teachers: Literacy (RTLit) service – TKI website(external link)
- Resource Teachers: Vision (RTV) through BLENNZ
- Resource Teachers of the Deaf (RTD) through Ko Taku Reo – Ko Taku Reo website(external link)
- Specialist Teacher Outreach Service, which supports students on the Ongoing Resourcing Scheme (ORS)
There are specialist schools for students who have high needs and these can be either:
- Day specialist schools for students with high needs (offering specialist teaching).
- Residential specialist schools (RSS) (for students with educational needs relating to vision, hearing, and socialisation, behaviour, and learning).
- Regional health schools, which supports children who can’t attend school because they are unwell.
See more on Specialist schools.
To enrol students at these schools, a Specialist Education Agreement (previously known as Section 9 agreement) is required – Entering into a Specialist Education Agreement.
These are learning support resources to help schools’ work with students and parents.
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