Abstract
The introduction of a new policy, Special Education 2000 has created major restructuring of the provision and management of special education resources in Aotearoa/New Zealand. Educational facilities have grappled with the complex policy, which in 1996 aimed to achieve a world class inclusive system over the next decade. One of the objectives of the new policy was greater equity and distribution of resources, for all learners with special educational needs, including learners who exhibited severe behaviour difficulties.
The Special Education 2000 policy introduced a new approach in working with students who exhibited severe behaviour difficulties. The establishment of Behaviour Education Support Teams (BEST) to assist learners exhibiting severe behaviour difficulties introduced a new model of approaching both the assessment and intervention of these students. The model was introduced regionally in 1998, and at a national level in 1999. A team of professionals from the Specialist Education Services including a psychologist, behaviour support worker and behaviour support specialist work together with the teachers, family and student to conduct a functional assessment and recommend a programme of support. The behaviour support worker works with the student in the class setting to provide ongoing support to the student and teacher during the development of new patterns of student and teacher behaviour. This model works on the basis that changes in student behaviour can occur without the need to remove the student from either the regular school setting, or the community setting. The BEST model is aimed at those students believed to have the most challenging behaviours, and funding is targeted at 1% of the student population. This paper reports on the initial findings of an evaluation of this model, and examines the implications and the changing roles for the student, the BEST teams, parents and schools. While the initial data suggests that there are difficulties with the implementation of the model, the features which enable successful support for the student will be outlined through four case studies.
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