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Fiona Mitchell – Kairaranga, 2023
The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Autism Spectrum Disorders
Holley-Boen, Wendy – Kairaranga, 2018
Teachers' lives are multi-faceted and their practice is influenced by personal and contextual enablers and barriers to their wellbeing and identity. Current initiatives, including the focus on teacher wellbeing, pose new tensions. This research is timely as it investigates an emerging group of professionals, specialist teachers in Aotearoa New…
Descriptors: Foreign Countries, Well Being, Specialists, Inservice Teacher Education
Foster, Robyn – Kairaranga, 2014
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.
Descriptors: Barriers, Evidence, Performance Factors, Best Practices
Ward, Angela – Kairaranga, 2011
Since 1989, teacher aides have become a familiar part of our classrooms as they support students with special educational needs. International and New Zealand research shows that despite many teacher aide practices that effectively support student learning in inclusive settings, there are some practices that work against the inclusion of some…
Descriptors: Teacher Aides, Physical Disabilities, Foreign Countries, Secondary School Students
Bevan-Brown, Jill – Kairaranga, 2006
This paper examines research evidence, practitioners' knowledge, skills and experiences and the voice of students, parents and whanau to identify common messages in respect to educating Maori students both with and without special education needs. The keys to effective practice identified include: positive teacher-student relationships;…
Descriptors: Bullying, Early Adolescents, Questionnaires, Adolescents