The following are the dates (inclusive) during which each of the MoE's offices will be closed during the Christmas/New Year holiday period. At all other times, it should be business as usual. Bear in mind though, if sending in an exemption application, that January is always an extremely busy time for Senior Advisors as they deal with matters related to the schools they are responsible for ahead of the start of the new school year. Nearly all SA's who process exemption applications are also Senior Advisor for a number schools. A number of staff may also take leave during January.

For those sending in exemptions with an intention of beginning homeschooling in the new year, do try to get them into the relevant office by November if at all possible to ensure processing time without undue stress.

*Note: not all offices have responded at the time of posting to the emails I sent them (as each regional office acts independently) - will add those dates as recieved. As a general rule though, all offices are closed from 22nd Dec, with some reopening on the 3rd and others on the 7th of Jan

National Office (Wellington): 22nd December to 3rd January

Regional Offices:
Tai Tokerau (Northland): 22nd Dec to Jan 2nd. No exemptions processed until the 7th.
Auckland: 22nd Dec to Jan 2nd
Hamilton: 22nd Dec to Jan 2nd. Lead advisor on leave until the 7th of Jan.
BOP/Rotorua/Taupo (Tauranga): 22nd Dec to Jan 6th
Hawke's Bay/Gisbourne (Napier): 22nd Dec to Jan 6th. Limited staff in Jan but should be processing apps
Taranaki-Whanganui-Manawatu (Whanganui): not yet responded
Lower Hutt: 22nd Dec to Jan 2nd
Nelson-Marlborough-West Coast (Nelson): 22nd Dec to Jan 2nd
Canterbury: 22nd Dec to Jan 6th
Otago: not yet responded
Invercargill: not yet responded

A question I get asked from time to time is how to complete an exemption application that meets the requirements if the child has significant intellectual disabilities that affect their learning. Several times, the child has had a "mental age" of about 2-3, though is around 6-7 years old. The following is some general advice on how to approach the content of the application form for a child who is obviously not going to be engaging in a "typical" program of learning in the next 12 months, which is what the content of the application essentially covers. 

There are no compulsory subjects for home educators, though we do have to show an education at least as broad in scope as they would recieve in a registered school. In practice, that usually means it's easiest to address the 7-8 learning areas of the NZ curriculum, as in reality most folk are covering all of these in some manner anyway, as they are simply logical, natural areas of learning and development. Those learning areas, or "subjects" are: English (literacy), Math (numeracy), Science, Social Studies, Health & PE, Technology, the Arts, and finally the optional subject of a second language. Don't worry about the last one, unless you have a bilingual family, are teaching sign language, or particularly wish to include language other than English for your child. 

As for any child, but most importantly for one with significant disabilities, an application should clearly show:

In addition, for a child with special needs, you need to outline what their special needs are and how it affects their learning, and any specific ways in which you will provide them with additional support or modify the program of learning to meet their identified needs. This might include things like assistive technology, speech therapy, occupational therapy, allowing more time for tasks to be completed and so on and so forth. For a significantly disabled child such as is the focus of this article, I would include a brief statement that sets the tone for the rest of the application about the level they are performing at and how the content of the proposed program takes that into account. 

Remember, the content of any program of learning should be appropriate to the needs and abilities of the individual child. No one could reasonably expect you to write about developing, say, essay writing skills in a child who cannot hold a pencil and has limited lanugage ability! So, what you do include will likely be fairly simple. The main point is to consider what the subject area is really about - what skills are we focussed on, what ideas do we want to expose them to etc - and what activities and learning are reasonable along those lines for your child. Here's a brief synopsis of each subject as it would apply to an effectively "early preschool" child:

English/literacy: This subject is about developing reading, writing, listening and speaking skills. For a child performing at the level of a 2 year old, for example, you might be focussed on reading them stories, talking to them about the things you see and do, incorporating suitable activities to develop gross and fine motor skills (essential to pre-writing development), and generally exposing them to language in appropriate ways. If there is speech therapy involved, formal or informal, talk about that. If the child is capable of responding in some way to stories that are read, discuss that. Essentially, think about early childhood type activities that are aimed at laying foundations for language development, and focus on those. Also, if your child has, for example, a physical disability that limits their ability to write with a pen, but is more advanced cognitively, then discuss how you are providing means to enable the child to advance in the areas where they are able without undue limitation due to areas where they are less able (this applies to all subjects). 

Math/numeracy: the development of understanding and skills around colour, shape, measurement, number, time etc, appropriate to the child's ability. You could talk about how you show him and talk to him about colour and shape, his ability to identify objects, group like objects, count pegs, identify bigger and smaller, shorter and taller etc. Maybe these things are mostly being modelled to the child with limited participation yet. The point is that you know the kinds of things for him to learn, and are using ways to help him with those concepts. A child with more ability might be working on recognising written numbers, counting to 100, measuring objects, helping with baking, playing with money, learning about clocks etc. 

Science: The focus here is on exploring the physical world - things you can see and hear, smell and touch or taste. Usually the natural world around you. Discuss how your child is exposed to ideas/things/concepts, how you talk about them with her, how you help her engage with them. Growing some plants? Watching a rainbow? Splashing in puddles and then discussing rain, wet vs dry, mud etc. Watching an ant trail then looking up a short video about ants. Mixing baking soda and vinegar to make a "volcano." Making things with play dough, learning to care for animals. It's all science! Do these activities sound too advanced for your child? No problem -think of what they can do or watch. I have a not-quite-2-year old living here right now. If I think about science and him, it would be water play, sand play, visiting the animals and trying to say their names, some playdough activities, exploring the garden - dirt, plants, bugs, feeling the grass under his feet and the sun on his face - talking to him constantly about the things he points to or we experience etc. 

Social Studies: In the early years, this is usually focussed on developing an awareness of self, family and local community. This can be through story, discussion, actitives, local visits etc. How do you help the child understand who they are, who their family are, and where they live - at a very basic level? 

Technology: This is about practical and problem-solving skills. So for a young child, very life-based usually. Can your child participate in some fashion in cooking (measuring, stirring, shaping, tasting)? How about gardening? Hitting a half-inserted nail with a hammer or comparing lengths of wood and watching/helping mum or dad with a small project (woodwork)? Or perhaps you will focus on life skills - which can be anything at all really, so long as it has a practical focus. 

Health and P.E: Two sides to this - describe how a child is regularly physically active (in keeping with their abilities), and talk about how you will help them develop appropriate health knowledge. The latter will depend on their understanding at this stage, but probably will focus on things like washing hands, cleaning teeth, brushing hair, getting dressed, toileting etc. Later you will talk about being sun smart, stranger danger, basic first aid etc. If there is any OT/PT being done, I'd include info on that here. 

The Arts: art, music, dance and drama. How does your child participate in any of these? Finger painting? Listening to music? Dancing to music? Bashing on a xylophone or drums? Dressing up?

I hope the above has given you some ideas. Remember, you are not alone; there are lots of families home educating children with disabilities, and both local support groups and Facebook home ed groups are a great place to connect with others. 

The exemption requirements overall apply to all children and families. The specific content will vary according to the child's age, needs and abilities. My exemption guide pack will walk you through the requirements if you like, and I'm happy to review applications to provide more specific guidance case-by-case. See HERE. 

You can do it! Just take it one step at a time! :-)