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Meeting individual educational needs: Legal identification, or systemic support?

Author(s): 
Cathy Wylie

The review of Special Education 2000 policy highlighted the fragmentation of responsibilities and provision, which undermined the policy’s intentions to improve educational experiences and outcomes for students with special needs. While New Zealand has now started to develop a more systematic approach, the recent Daniells decision could head New Zealand provision for students with special needs in the opposite direction.

Journal issue: 
Start page: 
22

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