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Ellery, Tracey – Kairaranga, 2019
This report investigates students' perspectives on a sense of belonging, and the relationship between inclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to support inclusive teaching practice. The inquiry question, "How can RTLB effectively support…
Descriptors: Student Attitudes, Secondary School Teachers, Secondary School Students, Inclusion
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Reynard, Kate – Kairaranga, 2019
A well-developed transition process between the early childhood setting and primary school is important when considering transition to school. This paper reports on an inquiry that focused on the enablers and barriers to a successful transition to school. The inquiry which used case studies at two schools involved interviews with new entrant,…
Descriptors: Transitional Programs, Kindergarten, Primary Education, Special Education
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Basel, Alison; Hamilton, Carol – Kairaranga, 2019
Models of special education that are diagnosis-orientated mean that individuals with ASD are seen as 'different' from their non-disabled peers. These views reproduce school practices in which those labelled disabled are likely to be treated as problematic rather than 'coming from a different place'. This article explores the narrative of one Year…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Secondary School Students
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Clark-Howard, Kayleen – Kairaranga, 2019
Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this…
Descriptors: Foreign Countries, Inclusion, Secondary School Teachers, Teaching Methods