Abstract:
The experience and support provided for special needs students included within the regular classrooms of four Central North Island Primary Schools, investigated through intensive ethnographic observations and interviews, will be reported. The four schools span the socio-economic, rural/urban and ethnic spectrum of the NZ primary system. Perceptions of the stakeholders and research observations as to the influence of these factors upon resourcing, student learning and development within these settings will be explored. Those interviewed include the personnel who provide support for the students, their teachers, the children and their families. The strategies employed to support the special needs students and the nature of the resources provided will be documented.
An experienced classroom researcher will base her conclusions upon videotape of the classes and journal details of the experiences of the special needs children throughout term 3 and at year end, thus exploring the events throughout the school week in each of the classrooms. The videotape will expose strategies used by those supporting the school experiences of the special needs students and identify "best practice" to maximise the learning experience for all children in these inclusive classrooms. Potential for these resources as a teaching tool in schools, tertiary teacher education programs, clinical psychology and counselling will be considered. There is also potential for website sharing of this material. An additional benefit is the training provided for graduate students, preparing them to conduct many of the interviews. These skills and the resultant data will be useful for completion of their own thesis requirements.
An experienced classroom researcher will base her conclusions upon videotape of the classes and journal details of the experiences of the special needs children throughout term 3 and at year end, thus exploring the events throughout the school week in each of the classrooms. The videotape will expose strategies used by those supporting the school experiences of the special needs students and identify "best practice" to maximise the learning experience for all children in these inclusive classrooms. Potential for these resources as a teaching tool in schools, tertiary teacher education programs, clinical psychology and counselling will be considered. There is also potential for website sharing of this material. An additional benefit is the training provided for graduate students, preparing them to conduct many of the interviews. These skills and the resultant data will be useful for completion of their own thesis requirements.