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

Abstract

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.

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

“…This is contrary to commonly held beliefs in the US in which ADHD is considered to be a distinct biologically based condition that frequently co-occurs with learning disabilities (Nigg & Casey, 2005). The literature suggests that teachers in NZ may focus their intervention(s) on changes in teaching methods or upon improving literacy skills in the classroom, relegating behaviour management to a secondary function (Brown et al, 2012;McGee & Share, 1988;Stanton et al, 1990;Thomson, Brown, Jones, & Manins, 2000). Brown and colleagues' (2012) study, which enlisted a nationally representative sample of NZ teachers, reported teacher beliefs and learning orientations that were consistently in line with the objectives of NZ educational policies.…”

“…By comparison, the NZ Ministry of Education declared a national mission in the 1970s to move away from segregated special education services and to promote an ecological orientation to educational policies and practices (Thomson et al, 2000). Consequently, a program called Special Education 2000 was later developed with the aim to achieve a world-class inclusive education system that provides learning opportunities of equal quality for all students (New Zealand Ministry of Education, 1996, p. 5).…”

“…Consequently, a program called Special Education 2000 was later developed with the aim to achieve a world-class inclusive education system that provides learning opportunities of equal quality for all students (New Zealand Ministry of Education, 1996, p. 5). Testing and diagnostic procedures were deemed insufficient grounds for provision of special education services, and the allocation of funds and services for special education was dramatically changed (Thomson et al, 2000). More recent reforms implemented within the past three decades emphasise the use of teacher-and school-level structures (rather than individualised student programming) to promote enhanced learning and student welfare (Anderson, Thomas, Moore, & Kool, 2008).…”

Enhancing professionalism through a professional practice portfolio

“…Although special education in New Zealand had been evolving over the last 25 years (Thomson, Brown, Jones, & Manins, 2000), the approach at the time the policy was announced was conceptualised by the programme developers as mainstreaming, which differs significantly from inclusion. Mainstreaming is a process whereby students with special needs, who have previously been excluded, are placed in regular classrooms, whereas inclusion is a process of school reform that requires organisational and instructional change to meet the needs of a diverse range of students.…”

Restorative justice: two examples from New Zealand schools

“…8. ' Macfarlane, Brown & Thomson, 1999;Thomson, Brown, Jones & Manins, 2000) that focused on collaborative problem solving in mainstream classrooms. The RTLB training programme responded to the concerns of Māori that the education system was not sufficiently responsive to Māori cultural values and practices (Macfarlane, 2000(Macfarlane, , 2004Macfarlane, Glynn, Cavanagh & Bateman, 2007).…”