95bFM New "special" schools may do more harm than good
18 February, 2026
Interview by Alex Fox, adapted by Gabriella Magdalene
Funding has been allocated for the construction of two new schools aimed at providing support for disabled students. Education academic Jude MacArthur says this approach lacks evidence to support its effectiveness.
Education Minister Erica Stanford and Finance Minister Nicola Willis stated in late January that $44 million would be used to construct two new "special" schools in Aotearoa, one in Drury and one in Palmerston North.
Some have warned that the policy may increase exclusion rather than provide support, though it does signal a renewed focus on offering special education options for children with disabilities.
Jude MacArthur, a senior lecturer in education and social practice at the University of Auckland, told 95bFM's The Wire that important implementation aspects are yet unknown.
Given that there haven't been any new special schools established in New Zealand for fifty years, the government has presented the move as increasing family choice. MacArthur, however, thinks the reasoning is concerning, particularly in light of a recent agreement between IHC and the Ministry of Education to reevaluate how funding is allocated to children with disabilities.
“It appears that the decision is motivated by a desire to provide parents with a choice for segregated education in special schools for disabled children.”
MacArthur says splitting students between multiple schools is not the answer. Instead, the government should fund neighbourhood schools to accommodate a diverse student body, which will create more meaningful options for parents.
“Our policies in New Zealand support inclusive education for disabled children. And that means a quality education with good resources and support going to local schools so that parents genuinely have that choice.”
Significant funding for separate areas may impede progress toward inclusion, according to MacArthur.
“Allocating funding to segregated settings for disabled children is a backward step in terms of our desire to move ahead in this area.”
Research from around the world and in New Zealand demonstrates that when children with impairments receive the right support, inclusive schools function better. MacArthur highlights that inclusion involves more than just placing students in regular classrooms; it also entails making sure educators and educational institutions have the necessary tools and training.
“”Local schools need to be well-resourced, well-funded, well-supported, so that teachers know how to teach the diverse groups of children who are in their local community and that they're able to do that well.”
The government's action comes in spite of numerous indications that funding New Zealand's dual education system, which consists of both segregated and inclusive courses, can be challenging.
“Before we make any more big funding decisions like this one, it behooves us to really get a better understanding of where the money is going, for whom, and where are children actually missing out.”
Nationally, inclusive education lacks adequate funding, according to reports from organisations like the Education Review Office and NZEI.
According to MacArthur, the deal reached with IHC offers a promising beginning for reform, enabling decision-makers to make future choices based on facts rather than speculation.
“We’re sort of at a turning point here. And, you know, as a nation, we really need to be making good evidence-based decisions about where our money is going.”
She concludes by saying that the problem transcends education and represents the type of country that New Zealand aspires to create for all kids, including those with disabilities. Emphasising this idea, MacArthur called on a quote by disability rights activist Sir Robert Martin.
“There is no special society.”
