Children at High-Risk for Mild Intellectual Disability in Regular Classrooms: Six New Zealand Case Studies

Abstract

A set of six case studies was undertaken - each focusing on a particular primary school in the greater metropolitan area of Auckland, New Zealand. In each school, a child at high-risk for mild intellectual disability had been identified via screening procedures, and was receiving an inclusive classroom program. Each child had been perceived by his/her teacher as having special educational needs, and in five of the six cases the teachers had attempted to modify their programs to provide individualized instruction for the high-risk children, while in the remaining case no such attempt had been made. All six children had made very poor academic progress, and five of the six children were poorly accepted socially by their classmates. In brief, none of the children appeared to be receiving an educational program which could be said to be accommodating their special educational needs, as perceived by their teachers. Both teachers and parents expressed considerable concern about the children's lack of progress, and all maintained that the children required more intensive special educational help than their current inclusive programs were providing. The results are discussed in terms of current New Zealand special educational policies and resourcing procedures, and the likelihood that many New Zealand children with mild intellectual disability may not be receiving appropriate special educational provisions within current inclusive programs.