本文首先概述了立法和政策文件，已制定或公布的1997起并批判性地分析这些政策的回答如何成功，这些政策已从满足特殊教育需要和残疾通过这些政策对主流学校特殊儿童教学的影响回顾，和这对有特殊需要的学生的影响，对“正常”的孩子被教导和特殊需要的学生，参与包含主流特殊需要的学生的课堂教学的教学人员，特殊教育的定义，一般来说，作为教育改为有特殊需要的学生，无论是特殊需求因残疾或特殊的心理需求，如心理健康问题或天赋。1996教育法定义了特殊教育需要这样，“儿童有特殊教育需要的如果他们有学习困难，需要为他们提供特殊教育和儿童”，可以认定为如果他们有一个显着不同的学习能力比同龄的孩子一样，如果他们有残疾这将阻止他们利用设施，通常是在由一个年龄相仿的孩子设置中使用的大多数有学习困难。
新西兰媒体学代写essay:立法和政策
The essay first outlines the legislation, and policy documents, that have been enacted or published since 1997 and then critically analyses these policies in terms of answering the question of how successful these policies have been in terms of meeting special educational needs and disabilities through a review of the impact of these policies on the teaching of special needs children in mainstream schools, and the impact of this on the pupils with special needs, on the ‘normal’ children being taught alongside special needs pupils and on the teaching staff involved in teaching in classrooms containing mainstreamed special needs pupils.Special education is defined, generally, as education that is modified for students with special needs, whether these be special physical needs due to a disability or special mental needs, such as mental health problems or giftedness. The Education Act 1996 defines special educational needs thus, "children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them", and children can be identified as having a learning difficulty if they have a significantly different ability to learn than the majority of children the same age as them and if they have a disability which prevents them from making use of facilities that would normally be used within that setting by children of a similar age.
