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• W85933404 abstract "The New Zealand Special Schools project was an independent evaluation of the effectiveness of New Zealand Special Schools, as measured by the level o f parental satisfaction with the curriculum provided and quality of teaching offered. School staff were also requested to evaluate their school's performance in terms of a number of variables. Both parents and staff were asked to comment upon the viability of including these students within regular school settings. Information was also collected regarding the demographic, ethnic and socioeconomic characteristics of the students, the medical definition a n d presumed etiology of their conditions, and their prior educational history. Twenty nine(56%) of New Zealand's special schools participated in the survey providing data on 1492 students. Seventy percent of the sample attended schools for students with intellectual disabilities. Responses were received from 1073 parents and guardians of students attending these schools a n d from 469 teachers and teacher assistants employed in the schools. Although no intelligence test information is available for this population, alternative measures indicate that the students attending the schools for students with intellectual disabilities would be classified as moderately to severely intellectually disabled in other settings and in almost all cases these students experienced multiple disabilities. They are arguably the most disabled children in New Zealand. Parental satisfaction with the type of curriculum offered by the schools was high and there was congruence between what parents and teaching staff viewed as appropriate curriculum for these students. Parental satisfaction with the quality of teaching in the special schools was also generally high. The attitudes of parents of these children towards the inclusion of their child into regular schools were generally negative, with many parents citing previously unsuccessful attempts to include their child as the major reason for their negative attitude. Many teachers in special schools were positively inclined towards the concept of inclusion .integration provided certain conditions could be guaranteed. They were. however, doubtful that these conditions could be met in the foreseeable future. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Q, Pic Ler; rz TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" @default.
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• W85933404 date "1996-07-01" @default.
• W85933404 modified "2023-09-24" @default.
• W85933404 title "The New Zealand Special School Project: An Evaluation of a Special School System." @default.
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