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Subject: search.filters.subject.390411 Special education and disability

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    An ethnographic study of autistic children’s social experiences at school : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2024) Narayanan, Vani
    Social experiences form a ubiquitous part of school life for all children, and this is no different for autistic children. Although these children have been described as having difficulties in social contexts within their school, this thesis challenges the notion that the social lives of autistic children are compromised. Autistic children included in educational settings indicate that positive social experiences are imperative for their sense of belonging and inclusion. However, the unique nature of the social needs and experiences for each child and the context within which these take place, requires intent listening to children and their specific experiences. Children’s rights to be heard and for their active participation in matters that affect them, including in research, are underscored by policies and conventions such as the United Nations Convention on the Rights of the Child. This study followed the social experiences of two autistic primary school-age boys within their school over two school terms. Foregrounding the two children’s experiences of their social lives at school was enabled by engaging them as co-researchers. An ethnographic methodology with participatory methods grounded within this approach were used, and a Children’s Research Advisory Group was consulted to facilitate children’s involvement in research as partners. The participants themselves guided the data collection process, thus enabling them to share and lead their stories. The findings showed a complex and agentic picture of the autistic children’s social world that included: multidimensional friendships; meaningful play; and self-determined interactions. The findings also showed that social inclusion and social exclusion can be viewed beyond a binary understanding of solely inclusion or exclusion. A relational understanding of social inclusion and exclusion is emphasised. Children’s awareness of how they are perceived by their peers and their motivation to engage with their peers in ways that were significant to them, played a role in how they deliberately navigated their social world at school. The ethnographic methodological approach allowed for the promotion of children as competent rights-holders through three key aspects: (i) following the child’s interests, (ii) engaging in reflexive partnership, and (iii) meaningful researcher engagement over time. Through the children’s active involvement in this research, their stories emerged authentically and organically and this facilitated new understandings of autistic children’s social experiences. This study invites a reconsideration of some existing conceptualisations of autistic children’s social experiences and assumed ideas around labels.
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    Teaching writing to learners who have complex communication needs : a mixed methods study of New Zealand specialist teachers' experiences and perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Albany, New Zealand
    (Massey University, 2021) Brunner, Helen Marie
    Writing is a critical skill for living in today's society. It is even more crucial for learners who have complex communication needs as it opens a pathway to independent communication. This study explored the perceptions and experiences of Specialist Teachers involved in teaching writing to learners who have complex communication needs in inclusive school settings in New Zealand using an explanatory sequential mixed methods design. Initial data was collected via an online survey, and this was followed up by semi-structured interviews with a nested sample of Specialist Teachers. Quantitative data were analysed using descriptive statistics. Qualitative data from the survey were analysed using a general inductive approach. Qualitative data from the interviews were analysed using a more theoretical approach where the codes from the survey data provided the initial framework for analysis. However, new codes were added as the need arose when data did not fit into the existing coding scheme. Results indicated that Specialist Teachers had generally positive beliefs related to writing for learners with complex communication needs. They believed strongly that writing is important for all learners and that they should have daily writing opportunities. Worryingly, their belief in the capability of all learners who have complex communication needs to learn to write was somewhat lower. Overall, Specialist Teachers' confidence in their ability to enable learners who have CCN to develop as writers and undertake relevant teaching activities was fairly moderate. Areas of particular confidence were in providing meaningful writing opportunities and selecting appropriate writing tools. Areas of lower confidence included assessment, feedback and planning of next steps. A number of facilitators and challenges to the teaching of writing were also identified. In particular, the attitudes, beliefs, and knowledge of all team members were seen as crucial factors. Details of practical aspects of writing instruction were also examined. Recommendations for practice and future research are outlined.
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    Supporting interprofessional collaborative practice through relational orientation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany Campus, Aotearoa New Zealand
    (Massey University, 2021) Vasilic, Branka
    Relational processes in the context of interprofessional collaboration are understood mainly in terms of individual action. This study argues that focusing on individual action limits our understanding of some of the most successful relationship-based collaborative practices. To shift the focus from individual action to co-action, this study investigated co-action oriented practices in multi-agency teams working with children and young people identified as living with High and Complex Needs (HCN). The methodology used in this study combined a relational research orientation with the principles of narrative theory, in order to engage HCN practitioners in dynamic conversations. Through dialogue, the HCN practitioners investigated their valued collaborative practices. These practices were then further explored in terms of how collaboration could shift from individual to co-action. The outcomes of the study highlighted a number of successful relationship-based collaborative practices that are often overlooked. These range from simply having small talk, being personal and flexible, to addressing more complex situations that might otherwise be avoided. Appreciative exploration was identified as a way to step outside of one’s own beliefs and become curious about how contradictory views might be valid within a community of understanding. Finding a respectful way to approach what we want to avoid holds arguably most potential for positive change. The study concluded that three aspects were critical to the engagement of practitioners in collaborative co-active practice: (1) paying attention to the process of relating; (2) acknowledging values, interests and concerns of practitioners in their daily practice, and (3) respecting current practices. Engaging with co-active practices in this way energised practitioners and fostered an innovation-seeking attitude and collective learning. As the practitioners in this study demonstrated, relational orientation opens up possibilities to shape co-action, and offers a unique tool for transforming collaborative practices. Put simply, the relational shift shows what we achieve together, we cannot do alone.
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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.