Represent NZ Residues Policy Information International Sector Performance Sustainability Rural Access to services Research Rural Bulletin Legislation Publications 3.2 Indicators of the value of REAPs work in rural schools Indicators of the value of REAPs work in rural primary and secondary education include the following. The level of support received from schools. All REAPs reported that their programmes received a high level of support from schools. They also feel REAP should work directly with children, an approach we do not allow because of Ministry concerns over 'double dipping'. The Central Plateau REAP commented that 'student feedback is usually enthusiastic and positive but to them REAP is just another resource.
Most schools acknowledge REAP favourably'.
Demand for REAP services and funding from the schools sector . Most REAPs reported that demand for REAP services and programmes from the schools sector often exceeded the funds available for such services and programmes. Most REAPs reported that REAP was of value to schools because they broadened the range of learning activities available to children and provided support for teachers in small rural schools. The Visiting Psychologist is the only special education professional in the area and provides teacher and family support. REAP has been able to assist teachers and pupils who previously were reluctant to ask for 'outside' assistance, or for whom isolation was a barrier to seeking assistance.