has been made. ERO’s 2014 evaluation of a sample of 152 schools found that 78% were “mostly inclusive”, compared to 50% in 2010. 81. However, ERO also reported that only half of the schools in the sample were effective in promoting achievements and outcomes of students.41 ERO went on to issue broad recommendations for schools and the Ministry of Education focused at improving the use of achievement data, increasing teacher capability, and improving the information available to school boards.42 82. Success for All has now concluded and is yet to be succeeded by a new inclusive education policy or strategy. While the Ministry of Education has affirmed the application of the inclusive education principles of Article 24 of the Convention on the Rights of Persons with Disabilities to primary and secondary schools43, the Education Act 1989 is yet to be updated to explicitly include or reflect those principles. 83. Parliament’s Education and Science Select Committee is currently commencing an Inquiry into the identification of and support for students with dyslexia, dyspraxia, and autism spectrum disorders. The Inquiry may have significant implications for the education sector. A considerable number of students in New Zealand schools are affected by dyslexia (approximately 10% of the school population) and dyspraxia (6%). Students with autistic spectrum disorders are estimated to constitute around 1%. Recommendation 84. The Committee may wish to consider including the following question in its List of Issues for the New Zealand Government:  What future measures does the Government intends to take to achieve a fully inclusive education system, now that the Success for All programme has concluded? 9. Special Protection Measures Youth Justice 41 Education Review Office, Inclusive practices for students with special needs in schools, March 2015, page 2, page 28 accessed http://ero.govt.nz/National-Reports/Inclusive-practices-for-students-with-special-needs-inschools-March-2015/National-report-summary 42 Education Review Office, ibid p3-4 43 Ministry of Education, Supports and Services for Learners with Special Education Needs/Disabilities April 2012 22