The "Special Education 2000" initiative (Ministry of Education, 1998) led to the creation of the role of Resource Teachers: Learning and Behaviour (RTLB). The role was designed to support inclusion, provide consistent service, and bring about improved outcomes for students with learning and behaviour difficulties and their teachers in…

Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work in regular schools to help facilitate the presence, participation and learning of students who experience difficulties with learning and behaviour. In focusing upon the RTLB principle of a "collaborative and seamless model of service" (Ministry of…

This paper highlights reciprocal teaching as an inclusive instructional strategy that has been shown to improve reading comprehension and metacognitive skills. It provides a conceptual background to reciprocal teaching and examines its purpose, strengths and weaknesses. The notion of reciprocal teaching as an evidence-based practice is also…

This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making…

The Ministry of Education has set the target of 100% of New Zealand schools to be "mostly" inclusive by 2014. But what are the essential elements of inclusion? This paper explores essential core elements that allow inclusion to flourish. Based on an extensive time in the field as part of a year-long doctoral research project, these…

The importance of educational practices based on evidence is well-supported in the literature, however barriers to their implementation in classrooms still exist. This paper examines the phenomenon of evidence-based practice in education highlighting enablers and barriers to their implementation with particular reference to RTLB practice.