Paradigm Shifts in and around Special Education in New Zealand

2001 ◽  
Vol 31 (3) ◽  
pp. 319-335 ◽  
Author(s):  
David Mitchell
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Paradigm Shifts

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.

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 The teaching of reading in New Zealand special classes : a thesis submitted for the degree of Master of Arts in education

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Master Of Arts ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

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 Special Education in 1994: Practice in Search of a Policy

1994 ◽  
Author(s):  
Lex Mcdonald
Keyword(s):  
Professional Development ◽  
Special Education ◽  
New Zealand ◽  
Government Policy ◽  
Special Educators ◽  
Inservice Training ◽  
Policy Statement ◽  
Additional Training ◽  
Training Programmes ◽  
Research Studies

For special education in New Zealand, 1994 was a year in limbo as educators, parents and students awaited the Government’s policy statement and intentions. The issues of funding and contestability of service remained central to the proposed reorganisation with considerable apprehension expressed at the direction of change. It was indicated that teachers were needing and seeking professional development in the area of special education and a number of exemplary inservice training programmes were being offered. Many special educators believe that additional training and assistance should be provided to deal with the problem of our disaffected youth but Government policy has precluded adequate interventions in this area. Research studies and projects in 1994 reflected the wide nature of the ongoing issues and concerns in special education.

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