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    Inclusion and behavioural difficulties in secondary schools : representations and practices : a thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2014) Fortier, Marie-Pierre
    Despite a political commitment towards inclusive education, research evidence suggests that barriers to inclusion in New.Zealand remain. Notably, disciplinary practices exclude students from secondary schools. There is also little evidence as to how teachers define and practice inclusion, in spite of the fact that the translation of inclusion into practice necessitates the development of an articulated and shared vision of what inclusion entails for practice. Thus, this study aims to explore social representations of inclusion among secondary school teachers. It also aims to explore how these representations function in the classroom by examining their relationships with the practices used by teachers to prevent and manage difficult behaviour. The study was designed as an iterative two-phase research process. Phase One involved an online questionnaire intended for teachers, teacher aides, Resource Teachers: Learning and Behaviour and Ministry of Education: Special education staff to explore their representations of inclusion and behavioural difficulties. Building on this preliminary investigation, Phase Two involved case studies conducted with teachers in three schools where multiple sources of information and data collection methods allowed investigation of teachers’ representations and practices in context. Findings indicate that inclusion is multi-dimensional in teachers’ representations with elements pertaining to practices, values, social justice, and resourcing. This reveals that teachers are knowledgeable about inclusion as a professional group. Each school context and teachers’ representations of their school community influenced their respresentations of inclusion. However, results also show that teachers’ representations are anchored in the model of integration as participants name conditions to inclusion, among which is the condition that students’ behavioural needs are not too severe for their presence in regular classrooms. Barriers to inclusion are also identified within teachers’ representations. Teachers’ practices in preventing and dealing with difficult behaviour show a progression with preventative strategies used first and targeted practices used as behaviour seriousness increased. The variety of explanations used by participants to justify their practices point to the importance of understanding the complex relationships between representations and practices to evaluate the inclusiveness of teachers’ actions. Recommendations are made to help individual teachers and school communities building on their existing knowledge for greater inclusion.
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    Quality of life for caregivers of a child aged 6-16 years with Autistic Spectrum Disorder and/or an intellectual disability : a comparative study : a thesis presented in fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Turitea, New Zealand
    (Massey University, 2010) Browne, Natasha Jane; Browne, Natasha Jane
    Quality of life for caregivers of children with autistic spectrum disorder and/or an intellectual disability was compared to quality of life for those caring for a normally developing child. Participants were caregivers of children between 6 - 16 years of age who were divided into two groups: Caregivers of disabled children (Group 1, n = 60) and caregivers of normally developing children (Group 2, n = 13). The research investigated differences of overall quality of life between groups. Within Group One the influence on quality of life for caregivers was investigated in relation to the child's behaviour, level of support the child requires to complete activities of daily living, caregivers marital status, caregivers socio-economic level, and caregivers satisfaction with perceived supports. The Quality of Life Index and the Nisonger Child Behavior Rating Form were used to determine quality of life and problem behaviours. Results showed a difference in overall quality of life between groups. Child's behaviour was found to have a significant relationship with caregiver‘s quality of life. Satisfaction with perceived supports had a weak relationship to caregiver‘s quality of life. No statistically significant relationship was found between caregiver‘s quality of life and the child's activities of daily living requirements, caregiver‘s marital status or caregiver‘s socio-economic status. Quality of life for caregivers of developmentally disabled children was shown to be lower than the general population. New Zealand is currently in a state of flux in regards to addressing and refining disability support services. Research that further investigates these results may enhance service delivery and result in better outcomes for those supporting children with a disability.