Browsing by Author "Kearney, Alison"

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    Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2009) Kearney, Alison
    Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon. This study investigated the nature of school exclusion in relation to disabled students. It sought to uncover the factors that exclude disabled students from and within schools, and make recommendations to reduce and eliminate these factors. Using a grounded theory methodology, this research investigated the nature of school exclusion. It explored parents of disabled student’s views about their children’s experiences of school exclusion both from school, and within school. The themes identified by parents were then further investigated with school principals, teachers, teacher aides and school students. This study revealed that disabled students are being excluded from and within school in New Zealand in a number of ways. These include being denied enrolment and/or fulltime attendance at school; being denied access to, and participation within the curriculum; being bullied; inappropriate teacher and/or principal beliefs and practices in relation to funding; a lack of caring, valuing and responsibility by school staff; limited teacher knowledge and understanding; poor relationships between parents and school staff; and exclusionary beliefs and practices in relation to teacher aides. Based on the findings of the study, four propositions were put forward to explain why disabled students are being excluded from and within school. These are that disabled students are considered to be less entitled to human rights than non-disabled students; that there is a lack of school accountability in relation to legal and human rights obligations to disabled students; that inclusive education is predicated on issues of funding and resourcing; and that there is prejudice towards disabled students. Based on the findings of how and why disabled students are excluded from and within school, prompts for classroom teachers and school principals/senior management staff were developed in seven areas shown to be important to this phenomenon. These areas are access, accountability, attitudes, knowledge, responsibility, and funding and resourcing. The prompts are intended to help guide attention and discussion to the issues that are important if exclusion is to be reduced and eliminated. As well as this, recommendations are made for government and government agencies outlining ways that they can contribute to the reduction and elimination of school exclusion for disabled students.
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    The computer as an agent of inclusion : a study of current practice : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education (Special Education), Massey University, Palmerston North, New Zealand
    (Massey University, 1999) Kearney, Alison
    This thesis investigates the nature and extent of computer use for learners with special needs and the context in which they are used. It investigates and documents the practices and beliefs of teachers who believe the computer to be an effective tool for including learners with special needs in regular class settings. The research addresses a number of problems associated with the use of computers in this field. First the lack of critical debate over the use of computers to facilitate the inclusion of learners with special needs in New Zealand schools. Second, while the computer has the potential to overcome many barriers faced by these learners, arguably, this is not always happening and in some cases, the computer can erect other barriers to inclusion. Finally, while it is known what the computer can do for learners with special needs, clarification is still needed on how to do it. The research explores these issues through the perceptions of the teacher who has a vital role to play in the successful use of computers for learners with special needs. The research is designed over two phases. It involves a purposive sample of teachers who have a learner in their class with a Ministry of Education funded computer for reasons of special need. Phase one uses a survey method in which a questionnaire is the vehicle of data collection. Phase one is divided into two parts: (a) the nature and extent of computer use by learners with special needs and the beliefs and practices of the teachers. (b) a comparison of the beliefs and practices of those teachers who believe the computer to be an effective or very effective tool for the inclusion of learners with special needs into regular classes with those teachers who do not believe computers to be effective in this role. Phase two employs a form of ethnographic research where semi structured interviews are used to collect data from six teachers who believe the computer to be an effective tool for inclusion. A analysis of the nature and extent of computer use reveals that most teachers feel confident and competent in implementing computer technology for the learner in their class, and believe that the computer has many advantages. It is less clear however, whether these advantages are being utilised. Most learners were funded through the Ongoing Resourcing Scheme, and the majority had more than 21 teacher-aide hours per week. They used their computers for less than once hour per day and predominantly in the areas of English and Mathematics. Most learners had an IEP, and the computer was written into that plan. The teachers who believed the computer to be an effective tool for including learners with special needs in regular classes identified a number of common beliefs and practices. A belief and commitment to the concept of inclusion, and the importance of integrating the computer into the regular curriculum, (including assessment and the Individual Education Process,) as well as the computer philosophy of the school were significant findings of the research. In sum, the research provides: • an overview of the nature and extent of computer use by learners with special needs, • identifies the beliefs and practices of teachers who belief the computer to be an effective tool for the inclusion of learners with special needs and • highlights ways in which the teacher, the computer and the environment in which it operates might best accommodate the needs of learners with special needs in inclusive ways.
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    The CVI practice framework : an effective approach to supporting children with cerebral visual impairment (CVI) : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2020) McDowell, Nicola
    Cerebral visual impairment (CVI) is the most common cause of visual impairment affecting children in the economically developed world, with the prediction that numbers will continue to rise with continued advancements in medical care for neonates. Despite this increase, many children are still being supported with approaches that have been developed for children with ocular visual impairments, as there are limited evidence-based approaches for supporting children with CVI. This thesis by publication therefore proposed a CVI practice framework to help meet the specific needs of children with CVI that can be used within an education or habilitation/rehabilitation context. The framework was based on the researcher’s own experience of developing a successful rehabilitation programme to improve her visual and overall functioning following a late CVI diagnosis. From this programme, the researcher identified three main components that led to the improvements in her quality of life. These included the development of an individual CVI profile, an individualised programme, and empowerment through the attainment of knowledge. To ascertain whether a similar approach could be effective for children with CVI, the researcher conducted a number of different research projects to assess the effectiveness of each individual component and the overall framework. Results from the different research projects show that, firstly, the Austin Playing Card Assessment has the potential to be an effective tool to detect visual perceptual difficulties related to clutter and can be used as part of a wider assessment process to develop a child’s CVI profile. Secondly, there are a number of generic strategies that can be implemented within a child’s programme to support their visual, emotional and behavioural needs. Thirdly, information at the time of a child’s diagnosis helps to empower parents and leads to them being more involved in the services their child receives. Finally, the CVI practice framework has the potential to be an effective approach for supporting children with CVI. Further research on the three components of the framework and the overall framework is needed to corroborate these findings.
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    An investigation into the preparedness for and experiences in working with Māori nursing students among New Zealand tertiary institutes, schools and nurse educators : a thesis presented in partial fulfilment for the requirements for the degree of Doctor of Education, Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2020) Roberts, Jennifer
    Nursing education in Aotearoa New Zealand is situated in a unique bicultural context. Māori, the Indigenous people of Aotearoa New Zealand have overall, poorer outcomes in health and education compared to non-Māori, which relate to the colonial legacy of the nation. One strategy to address Māori health outcomes is to increase the Māori nursing workforce. Despite a range of strategies in tertiary education and in nursing, the number of Māori nurses remains relatively static, and overall Māori nursing students do not have equity of educational outcomes in nursing. With a critical lens informed by Freire’s Pedagogy of the Oppressed, this explanatory sequential mixed method study uses a questionnaire followed by interviews to understand the experiences and preparedness of nurse educators in working with Māori nursing students. The findings of the questionnaire demonstrate that throughout New Zealand, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Māori learners. Overall, nurse educators felt prepared to work with Māori, but the questionnaire also revealed resistance to Māori as priority learners. This finding was followed up in the interviews. Interview findings demonstrated that environments encompassing te ao Māori (the Māori world) and staff practises that aligned with this were enabling for Māori nursing students. Despite this, a counter-narrative described many barriers to this becoming fully realised in nursing education practice. Ongoing colonising practices in education, racism, varied understandings and practices of Cultural Safety and dissatisfaction with current Cultural Safety regulatory guidelines were found to be hindering a nursing culture that is responsive to Māori. The research posits that the nursing profession needs to develop a shared critical consciousness and refocus efforts to position Cultural Safety as a critical concept in nursing education and practice. One method proposed to achieve this is in returning to the original intent of Kawa Whakaruruhau/ Cultural Safety and begin to apply it as a decolonising model for nursing education and practice.