I've always understood the theory behind mainstreaming. We're all different, we all have different abilities, different attitudes, and a classroom of individuals with diverse personalities and levels of learning prepares young people for the real world. You're not among your own kind once you leave school and enter the workplace, enter the community. Mainstreaming means that kids who are different physically, intellectually, socially, aren't siloed or separated or marginalised. They're part of the wider school community and if they need extra time or attention, well in an ideal classroom, the teacher gladly offers it and the other students make space, accepting that some people need more resources than others. 

That's the theory. In reality, for many families, mainstreaming is brutal for teachers, for students, both the normies and the diverse students, the families of the normies. It can work, but only if there are the resources and the goodwill to make it happen. In reality, overworked teachers simply do not have the time or indeed the training to be able to offer the sort of specialised education that children with diverse and complex needs need. 

Now the Government has announced funding for two new specialist schools, catering to children with high needs and disabilities. They are the first schools for such kids to be built in 50 years, which is how long the prevailing ideology of mainstreaming clearly has been going on. Education Minister Erica Stanford and Finance Minister Nicola Willis made the announcement yesterday at Queen Elizabeth College in Palmerston North. That college's campus will host one of the schools, which will open in Term 2 of 2027. The other will open next to Ngākōroa School in Drury in South Auckland in Term 1 of 2028. 

The announcement of the two special schools, together with the Autism New Zealand education hubs that opened in Term 3 of last year for neurodivergent secondary students struggling with traditional schooling, really will give some parents, some kids, some choices. The charter schools sponsored by Autism New Zealand are operating from campuses in Wellington and Auckland, 96 students to begin with, and utilises homeschooling, online learning and community-based learning as a way to transition students back into the classroom learning face-to-face. 

Autism NZ has accepted that there are many young people with autism for whom mainstreaming simply does not work. It doesn't work for them, it doesn't work for the other students, it doesn't work for the teachers. And so to get the best out of young people, they have created a curriculum that best suits them. It makes sense. Of course there are naysayers. Some education academics believe more money should be put into mainstream schools to cater for those with diverse needs rather than building special schools for them. 

But that won't work for every child. What do they say? If you've met one neurodiverse child... There are some children for whom mainstreaming absolutely works, but not every child is going to enjoy being a square peg trying to squeeze through a round hole. Some will, but surely the alternative education hubs that have opened and those that are being planned make sense for parents who recognise that their child's potential can only be realised with specialist teachers in a school that's built to accommodate complex needs. It's back to the future, and those who are not blinkered and blinded by ideology know that there are lessons to be learned from the past. 

I've always understood the theory behind mainstreaming. We're all different, we all have different abilities, different attitudes, and a classroom of individuals with diverse personalities and levels of learning prepares young people for the real world. You're not among your own kind once you leave school and enter the workplace, enter the community. Mainstreaming means that kids who are different physically, intellectually, socially, aren't siloed or separated or marginalised. They're part of the wider school community and if they need extra time or attention, well in an ideal classroom, the teacher gladly offers it and the other students make space, accepting that some people need more resources than others.&nbsp;
That's the theory. In reality, for many families, mainstreaming is brutal for teachers, for students, both the normies and the diverse students, the families of the normies. It can work, but only if there are the resources and the goodwill to make it happen. In reality, overworked teachers simply do not have the time or indeed the training to be able to offer the sort of specialised education that children with diverse and complex needs need.&nbsp;
Now the Government has announced funding for two new specialist schools, catering to children with high needs and disabilities. They are the first schools for such kids to be built in 50 years, which is how long the prevailing ideology of mainstreaming clearly has been going on. Education Minister Erica Stanford and Finance Minister Nicola Willis made the announcement yesterday at Queen Elizabeth College in Palmerston North. That college's campus will host one of the schools, which will open in Term 2 of 2027. The other will open next to Ngākōroa School in Drury in South Auckland in Term 1 of 2028.&nbsp;
The announcement of the two special schools, together with the Autism New Zealand education hubs that opened in Term 3 of last year for neurodivergent secondary students struggling with traditional schooling, really will give some parents, some kids, some choices. The charter schools sponsored by Autism New Zealand are operating from campuses in Wellington and Auckland, 96 students to begin with, and utilises homeschooling, online learning and community-based learning as a way to transition students back into the classroom learning face-to-face.&nbsp;
Autism NZ has accepted that there are many young people with autism for whom mainstreaming simply does not work. It doesn't work for them, it doesn't work for the other students, it doesn't work for the teachers. And so to get the best out of young people, they have created a curriculum that best suits them. It makes sense. Of course there are naysayers. Some education academics believe more money should be put into mainstream schools to cater for those with diverse needs rather than building special schools for them.&nbsp;
But that won't work for every child. What do they say? If you've met one neurodiverse child... There are some children for whom mainstreaming absolutely works, but not every child is going to enjoy being a square peg trying to squeeze through a round hole. Some will, but surely the alternative education hubs that have opened and those that are being planned make sense for parents who recognise that their child's potential can only be realised with specialist teachers in a school that's built to accommodate complex needs. It's back to the future, and those who are not blinkered and blinded by ideology know that there are lessons to be learned from the past.&nbsp;

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Kerre Woodham Mornings Podcast

Kerre Woodham: Back to the future with specialist schools for complex needs

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