Teachers ‘expected to act as nurses’

Press, 15 May 1985, Page 35

Teachers ‘expected to act as nurses’

PA Wellington Teachers at special schools were employed to teach, not act as nursemaids, an Auckland primary teacher, John Binsley told delegates at the Educational Institute’s annual conference. Mr Binsley said during a discussion on special education that teachers at special schools catering for children with physical or mental handicaps were expected to act as nurses. Many suffered ill health as a result of the lifting they had to do. The institute had to fight to make sure that the main function of teachers at the schools was teaching. “They are not there as nursemaids, or porters or as cleaners,” he said. “If this conference does not change that situation then we are failing very very badly indeed.” A remit calling for more ancillary staffing in special schools was passed during the debate. The conference also confirmed the importance of providing separate special education for exceptional children, alongside the option of integrating them into ordinary classrooms (mainstreaming). Another Auckland dele-

gate, John McCaffery, said teachers had to be vigilant about Education Department attempts to run down special schools and classes in favour of mainstreaming. “We believe it is following a ‘do nothing’ policy as far as maintenance is concerned, in the belief that mainstreaming will solve all ills,” he said.

A report on special education presented to the conference by a national executive member, Carol Parker, said about 15 per cent of New Zealand school children came into the “exceptional” category. They included children with physical and mental handicaps, and learning problems, as well as gifted children.

The report said there was an increasing pressure for those children to be educated at the local school with their neers.

Miss Parker said many teachers were feeling lost under the avalanche of mainstreaming.

The conference supported a series of recommendations providing adequate special education. They included: • Reducing teacher-pupil ratios in special classes. • Holding compulsory case

conferences attended by parents, school representatives, a psychologist and a school inspector, to decide the best type and place of education for a particular child.

• Introducing compulsory courses on special needs education at teachers’ training colleges.

Recommendations relating to mainstreaming are likely to be considered later in the conference.