AUTHOR: Education Review Office
This 2022 mixed-method study looked at the quality and inclusiveness of education provision for disabled learners in schools. It included survey responses from 355 disabled learners, and feedback from in-depth interviews with disabled learners and their whānau. The Report explored four key areas:
- How well are disabled learners doing?
- What is the quality and inclusiveness of education provision (including teaching and learning practice)?
- How strong are the system enablers that support more inclusive and higher quality education?
- What key actions could lead to improved outcomes for disabled learners
Key findings included:
- Disabled learners are still experiencing exclusion.
- Disabled learners are enjoying school, but too many are not progressing sufficiently.
- A significant proportion of disabled learners do not feel accepted or that they belong.
- Disabled learners with more complex needs have poorer experiences and outcomes than other disabled learners.
- Disabled learners in schools serving lower socio-economic communities report better outcomes.
- Schools with high numbers of Māori students have a stronger culture of inclusion of disabled learners and their whānau.
The Report highlights what areas of education for disabled learners could be strengthened, and includes recommendations.