Special Education

TOPICS

 SPECIAL EDUCATION IN NEW

ZEALAND

 BEGINNING READING ACTIVITIES

FOR AT-RISK CHILDREN
OBJECTIVES
 TO UNDERSTAND HOW SPECIAL
EDUCATION IS CONDUCTED IN NEW
ZEALAND SCHOOLS

 TO BE FAMILIAR WITH READING

ACTIVITIES FOR AT RISK CHILDREN
Special Education in
New Zealand
 What is special education ?
 What is an inclusive school ?

 Special Education in West End

School
 Reading Recovery Programme
“All children can learn and succeed , but not
on the same day in the same way”
( Switlick , in Bradley et Al , 1997,p 235 )
 What is special education ?
Special education is the provisions of extra assistance , adapted
programmes or learning environments , specialised equipment or
materials to support identified learners in special or regular educational
settings
( NZ Special Education Policy Guidelines , 1995 )
 What is an inclusive school ?
 A disabled child is a welcomed and valued
member.
 Taught by regular classroom teacher
 Follows regular curriculum ( with modification
and adaptation )
 Makes friends
 Participates in all school activities according
to interest
 Moves year to year with till high school
                                                                                       

 
                                                   

 
  
                          
                          

          
       
     
 What is reading recovery ?
 an early intervention program
 designed by Marie M. Clay of New Zealand
 to serve children in first grade who are
having difficulty learning to read and
write. 
What is the aim of reading
recovery ?
 To produce independent readers
whose reading and writing
improve whenever they read and
write by means of a self-
extending system. 
How is it done ?
 one-to-one tutoring,
 five days per week,
 30 minutes a day  
 supplemental to classroom
instruction
 lasts an average of 12-20 weeks. .
 When does it end ?
 When he/she displays solid evidence
of :
1. to read increasingly difficult text and
2. independently write their own
messages
3. using a variety of unprompted
strategies
 Reading Recovery Lesson
 Before the lesson
begins, the
student practices
fluent writing of
one High
Frequency word
on the chalk/dry
erase board. 
 Child rereads a familiar book

1. Child rereads several familiar

books.
 Child rereads a book
introduced in the prior lesson
 The teacher does a running
record (observes and records
the child's reading behaviors).
 The teacher chooses 2-3
powerful teaching points.
 Child is guided through the story
3.The child is guided
toward discovering
how words work
through developing
letter knowledge
and word structure
awareness and
familiarity.
 Child Writes A Story
4. Thechild writes a
story with the
teacher providing
opportunities for
him/her to hear
and record sounds
in words.
 Child Rearranges The Story
5. Thechild
rearranges his/her
story from a cut-up
sentence strip
provided by the
teacher.
Teacher Introduces A New Book
6. Theteacher
introduces a
new book
carefully
selected for its
learning
opportunities.
 Child Reads A New Book
7. The child reads the
new book using
his/her current
problem-solving
strategies.
 Directional movement
 One-to-one matching
 Locating known words
 Locating an unknown word
READING ACTIVITIES
 Letter Recognition
 Word Recognition

 Word Building

 Big Book

 Phonic
Summary
 How NZ schools cater for
special education
 Features of Reading

Recovery
 Beginning Reading Activities
Reflection
 What new learning have you done as a
result of this course ?
 What aspects of the course did you find
useful ?
 As a result of attending this course , what
do you intend to do now ?
 Thank You
and
Happy Deepavali