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Ehara taku toa I te toa takitahi

Engari he toa takitini.

It’s not the work of the individual that creates success

but the work of the collaborative team.

Resource Teachers of the Deaf (RTDs) provide a range of teaching and specialist services to over 400 Deaf and hearing impaired students in more than 250 mainstream schools throughout the KDEC region. Eligibility is decided on the basis of individual need, and recognises the importance of language, communication and culture to a student’s success. Caseloads are reviewed each term and measured against eligibility criteria

An RTD is a trained specialist teacher who can:

  • Provide specialist 1:1 teaching
  • Assist classroom teachers with curriculum adaptation and delivery
  • Provide specialist advice, guidance and assistance for classroom environment and management
  • Assist classroom teachers with the assessment of learning outcomes involving language and literacy achievement
  • Liaise with all staff, support agencies and caregivers
  • Monitor and support the use of audiological equipment
  • Provide improved access to the curriculum for Deaf and hearing impaired students.

KDEC’s Resource Teachers of the Deaf (RTDs) are led by a team of capable and experienced Senior Teachers, NZSL and Ka Hikitia Lead Teachers, Cochlear Implant Habilitationists and Lead Teachers in Assessment.


The IEP’s primary purpose is as a living teaching and learning plan for the child who is at the centre of the learning. It is a working plan that brings together the collaborative knowledge, skills and contributions of a group of people who work with the child, often within a mainstream setting. The success of an IEP is as much about the way this team thinks and works together as it is about what’s written in the IEP document.

This living document reflects how the school inclusively uses adaptations and differentiations to the classroom programme in order to meet the child’s needs, rather than the child fitting into the school programme. Ideally, no more than five goals should be specified per cycle, these clearly identify the student’s current strengths and weaknesses and build on the student’s next learning steps. The team is identified, processes are agreed upon and outlined, useful strategies are documented, success criteria are identified and assessment and reviews are used to inform the next planning cycle.

The regularity of IEP meetings is agreed upon by the team and is dependent on the changing learning needs of individual students. However, it is recommended that at least two IEP meetings be held per year for students on RTD caseloads. On-going engagement with parents/caregivers and students themselves is seen as integral to successful student outcomes.






Note: After opening the Application for RTD Service, please right click and Save As to your computer before typing onto the form.