Abstract
Early intervention service provision in Aotearoa New Zealand has historically been punctuated by deficit theorising, culturally unsafe practices, and the systemic disempowerment, marginalisation and exclusion of children and their families. We now work within a model of early intervention service provision that aims to be rights-focused and grounded in te ao Māori (the world view of those indigenous to Aotearoa New Zealand). Within this model, we embed a holistic image of all children as competent learners, rich in multiple intelligences, and valued for their unique contribution to the world around them. Sitting alongside this image is the expectation that children who require additional education, health or disability support can participate and learn alongside their peers in everyday education and community settings. In this chapter, we highlight the tensions, difficulties and barriers faced in Aotearoa New Zealand of trying to holistically support all children and their families. In doing so, we outline the two most prominent providers of early intervention services in Aotearoa New Zealand, the Ministry of Education’s Learning Support division and Whaikaha/The Ministry of Disabled People’s Child Development Services (before publication the Ministry of Disabled People was disestablished and responsibilities were shifted to Disability Support Services within the Ministry of Social Development. This is noted here, but the chapter remains reflective of the situation at the end of 2024 before changes were made). We also describe how these services work individually, as well as collectively, with families and early childhood settings (0–5-year-olds) to recognise, respect and honour the uniqueness, rights and potentials of all children according to the expectations of te ao Māori.