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Appendix 1: NZ Disability Strategy Refresh -
Working Group Outcome Area Content
Education
Goal
Every disabled ākonga can attend regularly, is welcome, has equitable access to
learning support, and there is a high expectation that they will develop their strengths
and achieve their educational potential and aspirations alongside their peers in their
community place of learning.
Outcome description
All disabled ākonga and their families and whānau have equitable access to an
evidence-informed, te ao Māori-grounded, inclusive education, where high
expectations of all disabled ākonga are enabled so that they can achieve their
education potential, and realise their strengths and aspirations as intended by the
Education and Training Act 2020. All educators are confident s9(2)(f)(iv)
, and there is
consistent data to report on progress and gaps for all ākonga.
Outcomes of each action
Teaching and professional development:
• s9(2)(f)(iv)
.
• tailored professional development for kōhanga reo and kura Māori
• s9(2)(f)(iv)
• access to culturally responsive examples of inclusive teaching and assessment—
hosted on the Ministry of Educations Tāhūrangi site for educators, whānau, and
ākonga
• a new and innovative education support system model will be designed for
evaluation
• tertiary educators will understand and apply universal design for learning in
teaching, learning, and assessment requirements.
Planning for success: • boards of trustees and principals will regularly report on Section 127 of the
Education and Training Act 2020.
• the efficacy of learning supports will be measured to determine how they support
ākonga to achieve their education goals
• accountability for learning support resources will provide detail about unmet need
in each place of learning and enhance understanding about efficacy of resources
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• a consistent mechanism will enable reviewing of provider progress in
implementation of disability action plans in vocational/tertiary education.
Kura Māori Investment and Development:
• kura Māori are empowered to develop appropriate models and approaches in a by
Māori, for Māori way to ensure ongoing support and professional learning for
kaiako and kaimahi to meet the needs of ākonga whaikaha
• whānau instigated and driven, creative approaches and opportunities are
developed through kaupapa Māori networks to problem solve and provide
innovative, skills focused programmes and assessment tools to meet the varying
needs and interests of ākonga whaikaha
• an effective, transparent and relevant enrolment and transition process in and out
of kura, is developed and executed in collaboration with whānau and feeder
kōhanga/kura or the chosen pathway beyond kura
• equitable access to all learning support resources for Māori
• specialist schools to authentically uphold the cultural identity of tamariki Māori.
Improved data
• a consistent process to identify disabled ākonga and their learning support
requirements in school and tertiary settings
• ability to monitor attendance and learning outcomes for all disabled ākonga
• informed decision making about resource allocation, system gaps, and efficacy of
intervention
• ability to analyse the effectiveness of additional learning supports in relation to
achieving academic success such as NCEA and curricula learning area goals.
Evidence based approaches
• s9(2)(g)(ii)
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Actions
s9(2)(f)(iv)
2. Plan for success, monitor, report learning outcomes for ākonga, and build
family and whānau confidence in the system.
As part of their strategic and annual plans, require all schools to develop and
implement a disability action plan which includes family, whānau, and akonga
consultation; monitoring and accountability for resources provided; and requires
boards of trustees and principals to regularly report on Section 127 of the Education
and Training Act 2020
At tertiary and vocational education level, the Tertiary Education Commission in
consultation with the National Disabled Students' Association has a consistent
mechanism for reviewing provider progress in implementation of disability action
plans.
3. Kura Māori Investment and Development
Ministry of Education will work alongside, in a partnership, taking guidance from Te
Rūnanga Nui o Ngā Kura Kaupapa Māori and Ngā Kura ā Iwi, whānau and iwi to
support appropriate access to resources, knowledge, and capability to develop, plan,
teach and monitor high quality, relevant, kaupapa Māori centred educational
programmes to best meet the needs of ākonga whaikaha within a kaupapa Māori
setting.
4. Improve data to drive effective policy, practice, and outcomes.
Require effective and consistent data collection processes across all education settings
to identify;
• number of enrolled disabled ākonga
• ākonga achievement
• success of learning support resources
• attendance throughout the day in ECE, primary and secondary settings
Data gathering processes should be based on what has already been developed for
vocational/tertiary education.
5. Shift investment from approaches that create risk and where there is poor
evidence of outcomes.
s9(2)(g)(ii)
.
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Employment
Goal
All disabled people, tāngata whaikaha Māori, and Pacific disabled people have access
to meaningful career, employment and self-employment opportunities on an equal
basis with non-disabled people, supported by disability-confident employers that value
their talents, provide accessible and inclusive workplaces, and deliver equal
remuneration for work of equal value, throughout the employment lifecycle.
Outcome description
We will have achieved the outcomes when all disabled people, tāngata whaikaha
Māori, and Pacific disabled people:
• have access to employment opportunities and are participating in the workforce
at all levels and at the same rates as non-disabled people, and this is
normalised and accepted by all
• are in paid work, with the value of their work recognised equitably, including in
remuneration
• have greater economic security, dignity, self-esteem, mana motuhake (self-
determination) and life choices due to better career, employment and health
outcomes
• are thriving in employment and self-employment wherever they live (urban,
rural and remote work)
• where needed, have access to supports and resources that work for them.
Tāngata whaikaha Māori would bring with them their whakapapa and
connection to whānau which would enhance their workplaces.
Achieving this outcome also looks like employers in the labour market being confident
and having the capability to harness the value of workers who are disabled people,
tāngata whaikaha Māori and Pacific disabled people. They would be equipped to realise
the benefits of hiring disabled people, which would help to grow their businesses,
support their workplace culture, and improve their brands.
Actions
Enable and support disabled people and tāngata whaikaha Māori to thrive in
careers that match their interests and strengths, and normalise disabled people
as part of the workforce:
1. Work to centralise and make accessible information and guidance for disabled
people to identify and pursue job pathways matched to their skills and
interests.
2. Work with disabled people to improve MSD funded specialist employment
supports with a focus on increasing collaboration between providers and
employers to enable appropriate employment supports for employers and for
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disabled people entering and sustaining suitable employment, including self-
employment.
3. Work with disabled people, employers and employer networks to develop
mentorship programs connecting disabled people with successful disabled
professionals or employers to provide guidance and support in navigating their
careers.
Work with employers and businesses to build disability confidence and
capability:
4. Partner with disabled people and support providers to create a centralised,
accessible repository of best practice guidance and resources for employers and
employer networks on ensuring disabled people are supported throughout the
employment lifecycle, including self-employment, and to share knowledge and
success stories; and explore with disabled people and employers (including the
public service) to develop excellence in the quality of accessibility and inclusion
in employment.
5. Partner with disabled people, employers, employee bodies and employer
networks to promote and enable the design of jobs and workplaces in a way
that is inclusive of all disabled people, including:
o flexible working arrangements and reasonable accommodations
o supporting employers to assess the accessibility of workplaces.
6. Implement a targeted, ongoing awareness campaign publicising guidance and
resources for employers and employees on accessibility and inclusion, relevant
data and reports, and highlighting the positive impact disabled people have had
on workplaces. This action will support Action 4.
Action to ensure disabled people are remunerated on the same basis as non-
disabled people:
7. Work towards alternative avenues to support disabled people covered by
minimum wage exemptions.
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Health
Goal
Disabled people and tāngata whaikaha Māori achieve the highest attainable standard
of health and wellbeing, and decide what this means for themselves, their family and
whānau.
Outcome description
Full self-determination across the whole health journey
Disabled people and tāngata whaikaha Māori have choice and control over all decisions
that relate to their health, wellbeing, care and rehabilitation.
Quality of life for disabled people is enhanced by the health system
The health system and health services are accessible, inclusive, and responsive.
Disabled people and tāngata whaikaha Māori receive health services which enable
them to thrive, grow and enjoy lives that they value, as do all New Zealanders.
The disabled person is at the centre of all healthcare provision and their socio-
cultural context is understood and respected
The health system ensures that disabled people, tāngata whaikaha Māori and their
whānau can make informed decisions about their health and wellbeing in a culturally
safe environment. Support people, including family and whānau, are involved in ways
that reflect the wishes of the individual. The health workforce welcomes and works
alongside disabled people and their chosen allies.
Decisions made by disabled people are fully informed and respected
Health professionals have the level of training, attitude and resources that enable
them to meet the communication and access needs of the disabled person. The
disabled person, along with their support people, will receive the health information
they need at the right time and in the right way.
Disabled people who need the help of others to understand complex information and
effectively communicate their questions and decisions, know that their family and
whānau can be included as part of their healthcare journey.
Decisions reached by a disabled person or tangata whaikaha Māori, together with their
representatives, are respected and acted on by health professionals who apply legal,
ethical and resourcing considerations in ways that recognise and respond to the
specific needs, contexts and aspirations of disabled people. This includes addressing
systemic barriers to ensure equitable support, outcomes, and experiences rather than
simply treating all people the same.
Accessibility is embedded in health system and health service design and
delivery
Universal design is utilised in all aspects of health services and mechanisms of
delivery, including recruitment and employment processes, physical infrastructure,
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locations and environments, transport needs, communication types, and digital
technologies.
In addition, the health system offers services that are specifically designed for disabled
people and tāngata whaikaha Māori. These services are funded appropriately and are
designed for and with disabled people and tāngata whaikaha Māori to ensure equitable
health outcomes are achieved.
Health services recognise that equitable outcomes may need extra or timely support to
be provided, as reviews or appeals can significantly impact disabled people’s health
and daily life.
Data collection about disability is prioritised, and leads to a better health
system for disabled people
The data collected improves the experience of a disabled person and tangata whaikaha
Māori in the health system. Improved data about disability results in better decision-
making, improved services and better outcomes across the health system. Disabled
people and tāngata whaikaha Māori have control, choice and visibility over data that
the health system collects and stores about them.
Nothing about us without us
Disabled people who have lived experience of disability are involved at every level of
the health system. There is an increase in the number of disabled people employed in
the health system. Disability community perspectives are required within policy
development and service delivery to determine health care settings. This means active
participation and representation of disabled voices at all levels of decision making,
including governance, monitoring, and leadership roles within the health system,
including tāngata whaikaha Māori representation, for example on Iwi Māori Partnership
Boards.
A Te Ora o Te Whānau approach is preferred
Te Ora o Te Whānau shifts the focus of delivery from the individual to the collective; it
is aspirational; strengths-based; locally driven; intergenerational in its scope;
collective in its approach. There is consistent and compelling proof of greater social
and cultural connection and increased ability of whānau to support one
another. Whānau should be enabled to create and measure their own progress; to
invest in building capability, courage and innovation to deliver on outcomes they want
to see.
Self-determination for disabled people and tāngata whaikaha Māori
Self-determination is achieved because disabled people and tāngata whaikaha Māori
have full control over decisions that relate to their lives. This is measured by the
individual’s experience and achieved through large-scale systemic change grounded in
a ‘nothing about us without us’ approach to health systems and policy.
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Actions
Health system and workforce: funding, planning and commissioning Ensure all
publicly funded health services are accessible, inclusive, and responsive to the
diversity of disabled people and tāngata whaikaha Māori, including mental health,
primary care and aged care across the life course.
Action 1: Review and implement policy and practice to make sure the health journey
is equitable, accessible, and inclusive for disabled people and tāngata whaikaha Māori,
including communication, information, informed decision-making, and the built
environment. Self-determination should be a key consideration, including how tools
that support self-determination and decision-making become standard practice in
health care, particularly for people with diverse communication, cognitive or
psychosocial needs.
Action 2: Build the capacity and capability of the health workforce to deliver
responsive and effective services that are inclusive, culturally safe, and easy to
navigate by:
• Increasing the number and proportion of disabled people and tāngata whaikaha
Māori across the health and disability workforce, through inclusive recruitment
and workplace policies, targeted entry pathways, inclusive and accessible work
environments, peer networks, and career development.
• Embedding disability responsiveness expertise and lived experience into
education and training at pre-service and in-service and as part of continuing
professional development. Ensure the training is consistent with Te Tiriti o
Waitangi, the UNCRPD and EGL Principles and is inclusive of disabled people,
tāngata whaikaha Māori and their whānau.
• Establishing a national integrated habilitation / rehabilitation navigator service,
embedding trained kaiārahi (navigators) in every locality to coordinate and
continually support disabled people’s health, ACC, education, employment and
social-service pathways—ensuring early intervention and the proactive
maintenance of functional independence across the lifespan.
Leadership and governance Partner with disabled communities to ensure the health
system delivers equitable outcomes for disabled people, tāngata whaikaha Māori and
their whānau
Action 3: Build community capability and capacity and the creation of opportunities
for disabled people and tāngata whaikaha Māori to take up roles across the health
system in different capacities including monitoring work, design of service,
consultation, leadership and governance roles.
Data development and insights
Improve information about disabled people in the health system to provide an
overview of the system (action 5) and to ensure individual health records enable
disabled people and tāngata whaikaha Māori to communicate easily and effectively
with all health providers (action 6)
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Action 4: Ensure the identification of disabled people in national health data to enable
monitoring, reporting and analysis of disabled population health outcomes and patient
experiences.
Action 5: Improve communication between disabled people and the health system by
implementing data systems that enable people to record their individual access
requirements against the national health index (NHI) and ensure this can be shared
with health providers. This project should reflect disability community expectations for
data collection and use and be guided by respect for disability culture, agency and
data sovereignty.
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Housing
Goal
Disabled people, tāngata whaikaha Māori and whānau can access affordable, healthy,
and accessible housing that meets their needs.
Outcome description
This goal will be achieved when:
Disabled people can choose where and with whom they live.
• Disabled people can access housing which meets their needs in the community,
meaning they do not need to live in housing which is owned by support service
providers if that is their choice, and experience fewer delays in being
discharged from in-patient care.
• Disabled people have security of tenure, the freedom to relocate where they
live to meet their needs, and home ownership rates that are on par with those
of non-disabled people.
• Urban design and planning are fully accessible, ensuring that disabled people
live in homes that allow easy access to their neighbourhoods, local amenities,
and transport.
Disabled people live in accessible housing that meets their needs.
• There is a sufficient supply of accessible homes to meet present and growing
demand. This supply meets the full range of housing needs of disabled people
and whānau, especially those with greater accessibility needs.
• Disabled people, particularly those with progressive conditions, can access
adaptive housing to meet their changing needs.
• Disabled people have access to finance and funding to meet their housing
accessibility needs.
• The housing sector is well-informed of both the needs of disabled people and
the requirements of accessible housing.
• The provision of housing to meet the needs of disabled people is regularly
monitored and reported on.
Disabled people have access to healthy and safe housing.
• Disabled people experience improved health and wellbeing outcomes –
including physical, spiritual, family, and mental health – as a result of having
access to suitable housing.
• Disabled people and whānau live in housing that supports their wellbeing and
where they are protected from harm, neglect, violence, and abuse.
Actions
1. Develop, consult on, and make publicly available, clear definitions of accessible
homes.
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2. Develop means of effectively matching data between disabled people’s
accessibility needs and corresponding accessible social housing properties, and
ensure that disabled people and whānau are prioritised to social housing with
accessibility features which meet their needs.
3. Develop initiatives and incentives to increase the supply of accessible housing
alongside existing initiatives relating to affordability.
1
4. Review and explore if greater responsiveness in the process for accessing
housing modifications can be obtained; and investigate the cost implications for
other government services of current inefficiencies in the housing modification
system.
5. Develop voluntary national guidelines on accessibility for residential dwellings.
6. Gather detailed data on an annual basis on the housing-related needs of
disabled people and compare this to what is actually being built in each region
to influence the housing market toward building and making available more
accessible housing.
7. Review the social housing system and make necessary changes to ensure the
diverse housing needs of disabled people are met and that providers are aware
of these needs.
1 These initiatives and incentives should apply to the government Land for Housing
Programme, social housing providers, Local Authority sponsored property development and
regulations, and private sector housing.
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Justice
Goal
Disabled people’s human rights and freedoms are protected, and their disability rights
are realised; they are treated fairly and equitably by the justice system, with
accessibility, inclusivity, and lived experience embedded across all policies and
practices.
Outcome description
This goal will be achieved when:
Whole justice system
• there is an understanding of ableism, intersectionality and its impacts
throughout every level of the justice system
• the justice workforce
2 is disability competent at all levels
• information about justice processes is fully accessible to enable disabled
people, tāngata whaikaha Māori me ō rātou whānau, and Pacific disabled
people to make informed decisions
• disabled people, tāngata whaikaha Māori me ō rātou whānau, and Pacific
disabled people have support to make informed decisions when they need it
• historic ableism is addressed in legislation and efforts are made to be
consistent with the UNCRPD
Criminal justice system
• disabled people, including disabled children and adults in care, are safeguarded
from abuse
3, neglect, and violence (including online violence)
• there is investment in families, particularly through early identification,
diagnosis and intervention, kaupapa Māori programmes, and personalised
education in schools, to understand and respond to different or non-
neurotypical behaviours in order to prevent disabled young people entering the
youth justice system (such investment should include adopting a lifecourse
framework and a developmental crime prevention public health approach to
prevent involvement in the child welfare and criminal justice systems)
• disabled young people who do enter the youth justice system (including those
who start in the child welfare system), and disabled adults in prison, are visible
in data
• the disability and physical accessibility support needs of disabled young people
in youth justice are met, including support to transition out and not end up in
the adult criminal system system
2 The justice workforce includes judges, barristers, parole officers, security personnel, and registry officers;
police officers, cal centre staff and detectives; social workers, youth workers, and lawyers; forensic
psychiatrists and forensic psychologists; forensic accountants, investigators, support staff; and people working
in fraud, bribery and corruption prevention.
3 Physical abuse or assault, psychological or emotional abuse, financial abuse, and sexual abuse or assault.
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• the disability and physical accessibility support needs of disabled adults in the
criminal justice system are met and they receive transitional and long-term
support after release
• disabled people who are charged with an offence, who may not be able to stand
trial, are treated on an equal basis to those who go through the trial process
Civil justice system
• disabled people are not denied their parenting rights.
Ensuring that disabled people, tāngata whaikaha Māori me ō rātou whānau, and Pacific
disabled people feel safe, exercise autonomy, and have the power to make their own
decisions is fundamental to their wellbeing, mana, and self-determination.
Actions
1.
Safety in care and detention settings - Develop and implement a safeguarding
framework for disabled people in residential and secure facilities (including
prisons and youth justice residences, residential specialist schools, and other
care settings). The framework to include preventing, reporting, responding, and
safely removing disabled people from abusive situations.
2.
Improved data about disabled people and the justice system - Establish a
cross-agency project to identify and address gaps in data and evidence about
disabled people’s experiences of crime, including disabled people in residential
and secure facilities, and experiences of cyberbullying.
3.
Social investment to reduce youth offending - Develop a social investment plan
for early intervention and support in education, health, housing, disability, and
other relevant services to reduce the number of disabled young people involved
in the youth justice system.
4.
Review compulsory care legislation - Review the legal framework of the
Criminal Procedure (Mentally Impaired Persons) Act 2003, Intellectual Disability
(Compulsory Care and Rehabilitation) Act 2003, and Mental Health
(Compulsory Assessment and Treatment) Act 1992 to address natural justice
issues.
5.
Strengthen human rights protections - Review the effectiveness of current
protections for disabled people under existing human rights legislation and
family law, including adoption, to identify gaps where strengthened provisions
or support are needed. This review should consider supported decision-making
and use of plain language in justice sector legislation and process.
6.
Strengthen Interagency Work to Prevent Violence Against Disabled People:
Strengthen cross-agency collaboration focussed on preventing family and
sexual violence against disabled people, as part of the implementation of Te
Aorerekura.
7.
Strengthen workforce capability - Develop and implement a plan to make the
justice workforce more disability competent, including in the use of mana and
trauma informed practices. This plan would include increasing recruitment and
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retention of disabled people and should consider mandatory professional
standards. Relevant workforces include:
• forensic psychologists and psychiatrists
• social workers
• Police
• Court and registry staff
• Corrections and OT Youth Justice Residence staff
• The legal profession and the judiciary
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