Labour on dyslexia and learning difference
The Labour Party stands for an inclusive education system in which every New Zealander is given the opportunity to achieve to their full potential. We recognise that everyone is different, we all learn at different rates, and we all have different strengths and abilities.
Every school a great school
Every New Zealand child has the right to attend their local school and to have any individual learning needs they may have catered for at that school. Labour wants to ensure that every school is a great school, and every teacher a great teacher. We will invest heavily in teacher professional development, including programmes that equip teachers to cater to the diverse range of learning needs our students have.
Equal opportunity for all
Labour is increasingly concerned about the growing inequality within our education system. No one should have their options limited because of the part of society they are born into. Labour is committed to addressing the issue of child poverty.
Equal access to support
We have been vocal in raising concerns about unequal access to Special Assessment Conditions for NCEA candidates and have made clear out commitment to ensuring that every student gets the support they need, regardless of what school they attend. No student should be denied access to SAC because their parents are unable to pay for the specialist assessments required to apply for it.
A change to special education funding
Labour is concerned that the current funding system for special education relies too heavily on individual learners meeting the criteria imposed by the system, rather than the system catering for the individual needs of each learner. We want to turn that around so that every student with an identified learning need gets the support necessary for them to achieve to their full potential.
Chris Hipkins
Education spokesperson
March 2014
It's not rocket science!
Imagine a classroom in which the initial response to dyslexic type learning needs was to view them as "preferred ways of learning" rather than automatically as difficulties or even worse, as disabilities.
Recognising that dyslexic students have the right to be dyslexic might for some seem obvious, but for many it is a major paradigm shift. When teachers fully accept that their dyslexic students have needs that must be met, it automatically alters the way inclusion in the classroom is planned and achievements are measured. The surprising outcome is that when a classroom becomes dyslexia aware, all students benefit.
Whilst the education system does not recognise and respond automatically to this right [and the legislation that underpins it], dyslexic students will require strong advocacy by parents and others who wish to see these students succeed and reach their potential.
Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.
This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.
For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.
Dyslexia doesn't go away, so when students need to show what they know through exams or assessments, simple accommodations are needed, like extra time or the use of a computer. In the early school years, teachers should encourage alternative forms of evidence to show learning, such as mind-maps, oral presentations or videos.
With this simple approach dyslexic students become confident and success follows naturally. They begin to understand themselves and what their true potential is which allows students to advocate themselves, for their needs and rights.
Until the education system fully embraces this, schools are a battlefield and parents the advocacy army. Parents must, on a daily basis, demand that rights are recognised and dyslexic students are given a genuine opportunity to succeed.
It's not rocket science!
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