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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

Table:

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?

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