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

Abstract

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.

Resource Teachers Learning and Behavior

“…The group of teachers taking up these new positions can be seen to represent the whole paradigmatic spectrum, from those who have worked in separate special classes to those who have worked for some time as itinerant teachers in a role very similar to this new one. Prior to taking up the RTLB position, approximately two thirds of the group had worked in special education, largely within the functional limitations paradigm (Brown et al, 1999). Consequently, there was great variation in both the conceptual understanding of the role and the willingness to engage in it.…”

“…In order to do this, RTLB must take into account the myriad of influences on the teaching-learning process: the sociocultural background of the students; policies, regulations, and management systems; and the teachers themselves. This has been conceptualized as a dynamic, interacting system centered on the management of learning (Brown et al, 1999). To reach this target, the consortium of universities had to develop a program that would ensure the effective acquisition of these skills.…”

The Development of a Music Therapy School Consultation Protocol for Students with High or Very High Special Education Needs

“…Also as part of SE2000 reforms, in 1999, "Resource Teacher: Learning and Behaviour" (RTLB) positions were established "to assist schools and teachers to achieve the best learning outcomes for their students who have moderate special education needs" (Ministry of Education, 2006a, p. 5). The role of RTLB was considered to be a challenging one, requiring a high degree of professional expertise, knowledge and experience (Berliner, 1988, in D. Brown et al, 2000. Brown et al noted that preparing RTLB to work within an ecological paradigm and to promote effective learning environments would involve a focus on inclusive teaching philosophy, an educational/ecological approach to assessment and intervention, and a collaborative consultative model of problem solving.…”

“…Other professionals have experienced uneasiness as their role changes to one of consultancy (D. Brown et al, 2000;Hanft & Place, 1996;Wesley, 2002). Like music therapists, they are generally trained to work in their own clinics or classrooms, are challenged by the unique skills required for consultation work, and recognise the need for the introduction of professional development and standards in consultation practice.…”

“…Their discomfort originated from the characteristics of specific programmes, and a feeling that programmatic factors, such as inadequate staff-child ratios, inappropriate curriculum, poorly trained staff, and high staff turnover, were out of their control (Wesley & Buysse, 2004;Wesley et al, 2001). Similarly Brown et al (2000) noted that NZ RTLB found the move to a consultancy role difficult, and a small but significant minority resisted the change. Wesley and Buysse (2006) note that consultants need to operate simultaneously on two planes.…”