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Learning Support Action Plan

Draft Disability and Learning Support Action Plan Survey

Adapted in accordance with Section 69 of the Copyright Act 1994 by the Royal New Zealand Foundation of the Blind, for the sole use of persons who have a print disability.

Produced 2018 by Accessible Format Production, Blind Foundation, Auckland, New Zealand.

A Word version is available here.

A plain text version is available here.

Transcriber's note

If reading this volume on a portable braille device, note that this e-text is unproofed by touch.

The print did not include page numbers; they have been added to this e-text.

Page 1


tn: Print shows a 2-column table. The left-hand table is headed "English"; the right-hand column is headed "Translation Language" and is blank. The information from the left-hand column has been adapted for the e-text. End tn.


Have we got everything?

Are the most important actions that need to be taken over the next few years included in the draft Action Plan?

  • Yes

  • No

If not, what is missing?


Where do we start?

Of the new actions in the draft Action Plan which one/s should we do first to have the biggest impact? (Select up to five priority actions)

  • Check all children at age three

  • Measure learning differences when children start school

  • Screen for dyslexia and dyspraxia between ages six and eight

  • Screen for gifted between ages six and eight

  • Check for health and wellbeing when young people start secondary school

  • Establish Learning Support Coordinators in schools, to help parents and children access the right support

Page 2
  • Co-design a flexible package of support for children and young people with autism, dyspraxia and dyslexia, and other children and young people with learning support needs, who are not eligible for the Ongoing Resourcing Scheme (ORS)

  • Determine the right level of investments for early intervention services

  • Align education supports for disabled children aged 0 to 8 years and their families and whānau with supports from the Ministry of Health

  • Support teachers to recognise and respond to the needs of gifted and neurodiverse students

  • Provide information about teaching and learning for neurodiverse students, and explore the potential to create tools to help neurodiverse learners

  • Respond to pressures across specific supports such as Residential Special Schools, Early Intervention, Te Kahu Tōi/Intensive Wraparound Services

  • Other

If other: please specify

Is there anything in the draft Action Plan that's not a priority? What is it and why?

Please tell us if you have any more comments about the draft Action Plan.

Page 3


A little about you

Please tell us about yourself and where you are from. Your answers will help us to understand the range of people who have shared their thoughts and ideas.

What ethnic groups do you identify with? (select as many options as you want)

  • Pākehā/NZ European

  • Māori

  • Asian

  • Cook Islands Māori

  • Samoan

  • Tongan

  • Niuean

  • Tokelauan

  • Fijian

  • Chinese

  • Indian

  • Prefer not to say

  • Other

If other: please specify


Where do you live? (please select)

  • Northland

  • Auckland

  • Waikato

  • Bay of Plenty

Page 4
  • Gisborne

  • Hawke's Bay

  • Taranaki

  • Whanganui

  • Manawatu

  • Wairarapa

  • Wellington

  • Nelson Bays

  • Marlborough

  • West Coast

  • Canterbury

  • Christchurch

  • Timaru—Oamaru

  • Otago

  • Dunedin

  • Southland

  • Other

If other: please specify


What is your connection to education? (Select as many options as you want.)

  • Primary student

  • Secondary student

  • Tertiary student

  • Early childhood education

Page 5
  • Teacher

  • Principal

  • Parent/whānau member/caregiver (early childhood)

  • Parent/whānau member/caregiver (primary student)

  • Parent/whānau member/caregiver (secondary student)

  • Parent/whānau member/caregiver (Tertiary student/ left home)

  • Grandparent

  • Employer

  • Education administrator

  • Teaching support staff

  • Board of Trustees member

  • Tertiary educator

  • Iwi education representative

  • Other

If other: please specify


What is your age? (please select)

  • 12 years or younger

  • 13 to 18

  • 19 to 24

  • 25 to 34

  • 35 to 44

  • 45 to 54

  • 55 to 64

  • 65 or over

  • Prefer not to say


What is your gender? (please select)

  • Female

  • Male

  • Gender Diverse

  • Prefer not to say

End table.

End of Draft Disability and Learning Support Action Plan Survey for Translation