Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education

2000 ◽  
Vol 24 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Don Brown ◽  
Charlotte Thomson ◽  
Angelika Anderson ◽  
Dennis W. Moore ◽  
Joanne Walker ◽  
...  
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Education System ◽  
Program Effectiveness ◽  
Inclusive Classrooms ◽  
Ecological Approach ◽  
Education Development ◽  
Cultural Elements ◽  
Resource Teachers ◽  
Demographic Profiles

The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

scholarly journals The Development of Resource Teachers in New Zealand: A Quarter Century of Paradigm Change

1999 ◽  
Author(s):  
Charlotte Thomson ◽  
Don Brown ◽  
Elizabeth Jones ◽  
Elizabeth Manins
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Training Programme ◽  
Paradigm Shifts ◽  
National Guidelines ◽  
Quarter Century ◽  
Resource Teachers ◽  
Education Practice ◽  
Support Teams ◽  
The Social

The purpose of this paper is to trace the development of the role of Resource Teachers Learning and Behaviour (RTLB) from its genesis in the establishment of the Guidance and Learning Units in 1975, through the establishment of support teams and Resource Teacher Special Needs to its present form. This development is placed in the context of two paradigm shifts that have impacted on special education practice and policy in New Zealand over the last 25 years. The somewhat halting progress of special education is explained by the multi-paradigmatic nature of the social sciences and the consequent clashes of opinion and tensions that result from it. National guidelines have made schools responsible for the learning of all children. These guidelines addressed issues of equity, rights, values and devolved accountability and consequently included those students with special teaching needs who had previously been considered separately. These guidelines therefore enabled changes in special education to take place. The paper goes on to outline the rationale and structure of the training programme for RTLB and discusses some of the tensions still remaining in the implementation of the role.

scholarly journals Special Education 2000: Developing a Policy for Inclusive Education in New Zealand

1996 ◽  
Author(s):  
Sue Brown
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Social Contexts

Special education has had a complex history in New Zealand. The Ministry of Education’s document Special Education 2000 is the latest attempt by Government to make policy and provision clear, fair and consistent. This paper examines Special Education 2000 in its historical, political and social contexts, with particular reference to the claim of the policy to be part of a government strategy for an inclusive education system.

Resource teachers learning and behaviour: An ecological approach to special education

2000 ◽  
Vol 24 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Don Brown ◽  
Charlotte Thomson ◽  
Angelika Anderson ◽  
Dennis Moore ◽  
Joanne Walker ◽  
...  
Keyword(s):  
Special Education ◽  
Ecological Approach ◽  
Resource Teachers

scholarly journals New Zealand Day-Special Schools: Changes and Challenges Under Special Education 2000

2008 ◽  
Author(s):  
Trish McMenamin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Unintended Consequence ◽  
Special Schools ◽  
New Era ◽  
Inclusive Policy ◽  
The Impact

Special Education 2000 was introduced in 1996; the policy heralded a new era of resourcing and organisation for special education aimed to foster and develop an inclusive education system in New Zealand. This article explores the impact of that policy on New Zealand day-special schools. It is suggested that an unintended consequence of the implementation of Special Education 2000 was that day-special schools experienced a period of significant growth and expansion. The effects of this growth and expansion on the schools and their communities are discussed and the future role of day-special schools in an “inclusive” policy environment is considered.

Identification and Influence of Tourism Rituals: Analysis of Eye Movement Recognition of Tourism Images

2021 ◽  
pp. 109634802199678
Author(s):  
Da Shi ◽  
Yawen Shan ◽  
Zhiyue Zhao ◽  
Shuhan Zhang
Keyword(s):  
New Zealand ◽  
Eye Movement ◽  
Professional Knowledge ◽  
Cognitive Outcome ◽  
Research Subjects ◽  
Cultural Elements ◽  
Tourist Destinations ◽  
Movement Recognition ◽  
Chinese Tourists ◽  
Comprehensive Classification

A large number of symbolic and cultural elements have been included by designers in their photographing and creation of images for tourist destinations. However, the personal visual experiences of those with professional knowledge cannot fully recognize or evaluate ordinary tourists’ identification with tourism rituals. Thus, in this article, potential Chinese tourists will be treated as the research subjects and New Zealand tourism photos as the ritual carriers. In this study, we explore the use of images representing tourism rituals recognized by tourists, and we investigate how the cognitive outcome of those rituals affects the tourists’ intention to travel to the destination. By measuring the participants’ visual parameters, the study shows that images can effectively transfer a solidified sense of ritual. Meanwhile, through a comprehensive classification, the study deepens the theory of ritual tourism. Ultimately, this work explores whether tourists’ perception of rituals can effectively stimulate their motivation to travel.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

scholarly journals Modelling the impact of alternative educational qualifications on the New Zealand higher education system

2020 ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Education System ◽  
Historical Data ◽  
Social Phenomena ◽  
Agent Based ◽  
Higher Education System ◽  
Agent Based Modelling ◽  
Education And Employment ◽  
The Impact

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings. The NetLogo environment has been used to implement a simulation of the New Zealand higher education system, using historical data to calibrate model settings to mirror those of the real-world system. This simulation is used to explore how the introduction of an alternative qualification and education paradigm might disrupt established patterns of education and employment.

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