New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 3: Education for learners with ASD
Schooling in New Zealand: A guide states:
Special education services are available for
children with disabilities, learning or behaviour
difficulties who need additional resources to
those usually provided in regular education
settings. Students with special education needs
can receive help in a range of settings, including
special schools, special education classes in
regular schools and mainstream classrooms. Most
students with special education needs attend a
regular school.
Parents and caregivers of children with special
education needs have the same rights as other
parents and caregivers to enrol their children at
the school of their choice. It is against the law
for any educational institution to treat a student
differently because of a disability (for example, by
denying or restricting services).
Where it is the parents’ choice, children with
disabilities are enrolled with other children in
ordinary classes wherever possible. If necessary,
buildings are modified, special equipment is
provided and extra staff may be appointed to help
teachers. As well, advisers may help teachers
develop suitable programmes for the individual
child 256 .
The evidence for children with ASD suggests that,
in general, the principle of the ‘least restrictive
environment’ should be used and the paramount
consideration should be the well-being of the
child and freedom from persecution, stress and
distress 11 96 . Each child should be accommodated
in the least restrictive setting required to still
meet that student’s needs (ie, as close to a regular
school setting as possible). A more restrictive
environment may be required for students with
severe behavioural needs where they represent a
danger to themselves or others.
On the whole, the setting is less important
than the attitude, level of expertise and
understanding about ASD of all those concerned
with the child. Where there is expertise and
understanding, children make good progress
in a variety of settings. Where there is less
sensitivity to ASD, children can be adversely
affected and may not make good progress
academically or socially 11 .
Some research shows that many children and
young people make better connections in the
natural setting of regular school education,
where natural rewards are plentiful and there
are good role models 255 . The development of
peer-mediated interventions is particularly
helpful 96 203 .
For regular education placements to be
successful, educators require knowledge of
and access to empirically validated strategies
and professional supports 247 . Settings need to
provide sufficient structure to support the child
or young person 11 96 .
It is important that placement decisions be
flexible and not irrevocable, as the child’s needs
change over time.
In conclusion, the most suitable setting will
be one:
• that provides adequate structure and gives
the child or young person opportunities for
contact with typically developing peers
• where staff are well trained and have a
positive attitude, expertise, understanding
and a willingness to work in a team with the
family
• that has the ability to be flexible in meeting
the child’s needs over time (Recommendation
3.4.3).
3.4.b Implications for the New Zealand
school sector
The literature for early childhood includes
variable age ranges, with some studies covering
up to the age of seven years 11 96 . The literature
suggests that it is appropriate that programmes
for young children are adapted and continue
through their first years of transition to
compulsory education. Researchers identified six
core elements of effective educational practices
for school-aged children and young people:
Part 3
New Zealand Autism Spectrum Disorder Guideline 129