To read this content please select one of the options below:

Review of the Status of Inclusive Education in New Zealand

Garry Hornby (University of Plymouth, UK)

Progress Toward Agenda 2030

ISBN: 978-1-80455-509-5, eISBN: 978-1-80455-508-8

Publication date: 20 September 2023

Abstract

This chapter considers the current status of inclusive education in New Zealand in relation to the UN's Agenda 2030 initiative and Sustainable Development Goal 4 (SDG 4). It outlines the history of the development of special education and inclusive education in New Zealand and provides a critique of policies and practices regarding education for children with special educational needs and disabilities (SEND). Policies on inclusion are considered in relation to those in other developed countries, and recommendations are made for future policy and practice for the education of children with SEND.

Keywords

Acknowledgements

Disclaimer

This chapter provides an updated version of a chapter that was originally published as Hornby, G. (2014). Special education today in New Zealand. In A. F. Rotatori, J. P. Bakken, F. E. Obiakor, & S. Burkhardt (eds). Special Education International Perspectives: Practices Across the Globe: Advances in Special Education, Volume 28. Bingley: Emerald Publishing Limited, pp. 643–660.

Citation

Hornby, G. (2023), "Review of the Status of Inclusive Education in New Zealand", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 245-260. https://doi.org/10.1108/S1479-363620230000021016

Publisher

:

Emerald Publishing Limited