Beyond policy and good intentions

Abstract

This paper examines the situation for Maori learners for special needs in Aotearoa/New Zealand. Despite considerable legislation and official documentation supporting the provision of culturally appropriate special education services for Maori, research shows that these learners are often neglected, overlooked and sometimes even excluded.The main factors contributing to this situation are: a shortage of culturally appropriate services, programmes, assessment measures and resources; and individual and societal beliefs, attitudes and practices that are detrimental to Maori children, parents and families. A range of initiatives to overcome these barriers are outlined. These include strategies for encouraging greater Maori involvement in special education; compulsory, bicultural pre‐ and in‐service education for all special education personnel; an increase in bicultural, multicultural and social justice components in the national curriculum; and the devolution to Maori and people with disabilities decision‐making powers in all areas that affect their lives.

Notes

1. Aotearoa is the Maori name for New Zealand. It means the land of the long white cloud.

2. Maori are the indigenous people of Aotearoa/New Zealand. They are of Polynesian extraction and represent approximately 15% of the country's population. They are the largest ‘minority’ group.

3. For example, general obligations enshrined in documents such as the Treaty of Waitangi, the Aotearoa/New Zealand Human Rights Act (1993), Article 23 of the United Nations Document on the Rights of the Child and the New Zealand Disability Strategy (Ministry of Health, 2001). Education‐specific obligations such as Section 8 of the Education Act (1989), Principles 6 and 7 of the New Zealand Curriculum Framework (Ministry of Education (MoE), 1993), Goals 2, 7, 9 and 10 of the National Education Guidelines (O'Rourke, 1993), the National Administration Guidelines, compulsory school charter goals (Department of Education, 1989), Te Whariki Guidelines for Early Childhood Facilities (MoE, 1996), and Special Education Guidelines (MoE, 1999).

4. New Zealander of Caucasian descent, the majority cultural group.

5. In 2000, 35% of students referred to RTLBs were Maori (Bourke et al., 2001).

6. These are Maori‐medium early childhood centres and primary schools. The first kohanga reo was established in 1981 and the first kura kaupapa Maori started in 1985. They were principally established to halt the rapid decline and predicted demise of the Maori language. Approximately 10% of Maori children are presently being educated in kura kaupapa Maori and 33% of Maori children involved in early childhood centres attend kohanga reo.

7. The author believes that under the Treaty of Waitangi, the Aotearoa/New Zealand Government have an obligation to actively support and enable Maori to learn their native tongue. This provision should be an integral part of the education offered in this country. The Treaty of Waitangi was signed in 1840 and is the agreement by which Maori granted sovereignty to the British Crown in return for their rights being protected, including the right to maintain their language.

8. While the previous picture highlights many of the shortcomings of special education for Maori learners, the author acknowledges that there have been many improvements over the last 20 years. A number of strategies for removing barriers suggested in the next section are presently being introduced. Notably, Group Special Education's ‘Maori Strategy’ is resulting in improved services and attitudes. Although there is still a considerable way to go before Maori learners with special needs are fully included, valued members of Aotearoa/New Zealand society, the journey towards this goal is definitely underway.