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.

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.

PL 94-142 and the Least Restrictive Alternative: An Interim Progress Report for Educators

1979 ◽  
Vol 161 (3) ◽  
pp. 60-80 ◽  
Author(s):  
Ted L. Miller ◽  
Harvey N. Switzky
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Educational Environment ◽  
Progress Report ◽  
Handicapped Children ◽  
Education Practice ◽  
Social Ecological ◽  
The Social ◽  
Restrictive Environment ◽  
Least Restrictive Alternative

The concept of the least restrictive environment (or alternative) was reviewed as it evolved in law and in special education practice. A distinction was drawn between the concepts of mainstreaming and the least restrictive environment. Mainstreaming refers to placing handicapped youngsters as much as possible in educational situations with nonhandicapped youngsters. The least restrictive environment is a legal abstraction which refers to placing handicapped children in an educational environment that is most suitable for their programmatic needs. Concern was voiced about the multiple bases for implementation of the least restrictive environment notion. These bases necessarily include simultaneous references to the philosophy of normalization, to PL 94-142, and to modes of instruction that optimize learning in all the social-ecological environments that handicapped children inhabit.

EVEN MT. EVEREST IS CROWDED

PEDIATRICS ◽  
1993 ◽  
Vol 92 (4) ◽  
pp. 586-586
Author(s):  
J. F. L.
Keyword(s):  
New Zealand ◽  
Mount Everest ◽  
Quarter Century ◽  
Base Camp ◽  
The World

If the top of Mount Everest sounds a safe bet for those in search of solitude and tranquility, think again. On May 12th this year so many climbers were waiting to reach the summit that a queue formed. By the end of the day 32 people had stood on top of the world. More climbers conquered Everest this year than in the quarter century after Hillary and Tenzing's first ascent in 1953. Base camp at the foot of the mountain was particularly crowded and squalid; unseemly fights broke out between mountaineers from different countries. Even halfway up the mountain the squabbling continued. Leaders of teams from New Zealand and America complained that a group of Russians had strayed from their designated route and cut in front of them.

Event spaces and the shaping of economic subjectivity: Inside the Social Enterprise World Forum

2021 ◽  
Vol 36 (5) ◽  
pp. 347-355
Author(s):  
Tom Baker ◽  
Ryan Jones ◽  
Michael Mann ◽  
Nick Lewis
Keyword(s):  
New Zealand ◽  
Social Enterprise ◽  
Affective Responses ◽  
Subject Position ◽  
Social Entrepreneur ◽  
Economic Sectors ◽  
The Social ◽  
New Knowledge ◽  
The Subject ◽  
Global Conference

Drawing on observations at the 2017 Social Enterprise World Forum (SEWF) – a global conference held in Christchurch, New Zealand – this paper examines the significance of localised event spaces in shaping economic subjects and, by extension, economic sectors. Conferences such as the SEWF are sites and moments that provide access to new knowledge, foster collective action and shape the subjectivities of economic actors. We describe how the SEWF cultivated sympathetic affective responses towards social enterprise and the subject position of the social entrepreneur, and demonstrate how the local specificities of Christchurch, as a place, were key to the cultivation of social-entrepreneurial subjectivity at the SEWF.

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