Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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2021 - 20253

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Start date: 2020Subject: search.filters.subject.inclusion

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    Editorial: Wellbeing and work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Hay K; Fleming J; Fleming J; Hay K
    Higher Education Institutions (HEIs) have important responsibilities for the duty of care of their students, and to ensure the wellbeing of students is kept front and center of curriculum and institutional developments. While the focus has primarily been on physical campuses, it is critical that these responsibilities extend to off campus activities, such as work-integrated learning (WIL). This special issue includes 11 articles focusing on the wellbeing of WIL students, with many authors drawing on empirical research. Key themes include students’ understanding of WIL wellbeing; students’ experiences of WIL and wellbeing; strategies for preparing WIL students to support wellbeing; understanding the wellbeing needs of diverse WIL students; and the important role of workplace supervisors in supporting WIL wellbeing. Several authors amplify the voices of students and all share thought-provoking teaching and curriculum strategies. All WIL stakeholders have a responsibility to support the learning success and wellbeing of students.
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    A review of interventions for children and youth with severe disabilities in inclusive education
    (Taylor & Francis Group, 2023-11-12) Dada S; Wilder J; May A; Klang N; Pillay M; Kabir AH
    Children with severe disabilities are often excluded from educational opportunities due to inter alia attitudinal barriers and a lack of teacher training. This scoping review paper assessed intervention studies focused on inclusive education for children with severe disabilities. It was found that a total of 13 studies met the review’s inclusion criteria. The results revealed a paucity of literature and highlighted five main areas of focus in the available intervention studies. The majority of intervention studies were found to be focused on increasing engagement, reducing behaviours and improving social inclusion as outcomes. There was limited focus on studies focusing on the improvement of academic outcomes.
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    Understanding ethical drift in professional decision making: dilemmas in practice
    (Informa UK Limited trading as Taylor & Francis Group, 2021-11-29) Bourke R; Pullen R; Mincher N
    Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists’ understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when ‘ethical drift’ occurs.