A New Era in the Right to Sign
to facilitate the learning of sign language
Principle 6 of the Special Education Policy
and the linguistic identity of the deaf
Guidelines is applicable to deaf children.
community. It also requires them to employ
It states that a student’s language and
teachers who are appropriately qualified in
culture must be taken into consideration in
sign language.62
planning programmes.65
2.2.2 New Zealand framework
The New Zealand curriculum is a statement
Disabled children have the same rights in
and learning in schools. It recognises the
relation to education as all other children
official status of NZSL and the right of
in New Zealand. In particular, section 8(1)
deaf learners to access education in NZSL.
of the Education Act 1989 confirms that
The official languages section of the NZ
“people who have special educational
curriculum states that English, Māori and
needs (whether because of a disability or
NZSL may be studied as first or additional
otherwise) have the same rights to enrol and
languages. They “may also be the medium
receive education at state schools as people
of instruction across all learning areas”.66
of official policy relating to teaching
who do not”.
Under subsection 60A(1) of the Education
2.3 Early childhood
Act 1989 the Minister of Education is
empowered to publish national education
goals, curriculum policy and statements,
2.3.1 What is provided
and administration guidelines. These set the
In the last few years, New Zealand has
regulatory framework for schools. National
increased its focus on providing early
Education Goals (NEGs) that form part of
intervention services to families with a
the National Education Guidelines lay out
child who has a hearing impairment. In
national priorities for education. These are
July 2007, the Government introduced the
statements of desirable achievements by
Universal Newborn Hearing Screening and
schools and of government policy objectives
Early Intervention Programme (UNHSEIP).
for the school system.63 They include
The UNHSEIP aims to identify newborns
opportunities for equality of education by
with hearing loss “so that appropriate
removing barriers to achievement, ensuring
assistance can be provided as soon as
those with special needs receive appropriate
possible, leading to better outcomes for
support. The guidelines also ensure that
children as well as their families/whānau
early years’ programmes include support for
and society”.67 One goal of the programme
parents in their vital role as their children’s
is to complete audiology assessments
first teachers.64
before a child is three months old.
33