NEMP assessment and children with special needs : research project report.

• Main Author: Overton, Murray
• Language: en
• Published: University of Canterbury. School of Educational Studies and Human Development 2009
• Online Access: http://hdl.handle.net/10092/2768

Since 1995 educational achievement in New Zealand primary schools at year four and year eight has been examined and reported on by the National Education Monitoring Project (NEMP). Prior to this New Zealand students had participated in international educational studies that provided information in some curriculum areas. The aim ofNEMP was to gather information about the educational achievements ofNew Zealand pupils within the context ofNew Zealand education. This study looked specifically at the pupils involved in NEMP who are classified as special care (special needs), having physical or intellectual disabilities. The major questions explored were: 1) How do schools make decisions about which children will participate in NEMP studies? 2) What processes do schools go through in deciding whether to include or exclude students (in particular those defined as special care)? 3) How well does NEMP cater for the inclusion of students with physical and intellectual needs? Data was generated through phone interviews with seven Canterbury schools, all of which had excluded or included (or both) children with special needs in the 2001 NEMP process. The principle findings were that; Schools have clearly established consultative processes that are used in order to decide which children will participate in NEMP; The importance of the random sample is recognised and respected by schools; The support given to schools by NEMP is an important component in ensuring the success of the process.