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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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    A description and evaluation of special education for backward pupils at primary and intermediate schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Applied Psychology at Massey University
    (Massey University, 1977) Glass, Marjorie
    The thesis begins with a brief account of why and how special classes for backward children were instituted in New Zealand schools. There follows an outline of how special classes are currently organized: policies and procedures for the admission of pupils to special classes: goals of special education for backward children: the recruitment and training of special class teachers: the special class curriculum: specialist services available to special class teachers and children. The literature survey focuses initially on early studies comparing academic achievement and social/emotional adjustment in mildly mentally retarded children assigned to special classes and those retained in regular classes, studies which, because of inadequate and inappropriate assessment methods and a variety of uncontrolled variables, show conflicting results. The writer then reviews more recent studies which have been concerned with two main issues: societal and educational inequalities which influence the selection of pupils for special class placement and the extent to which special education merits the description "special". These two themes underlie the series of questions compiled by the writer for distribution to a 20% random sample of special class teachers at primary and intermediate schools throughout New Zealand as described in the third segment of the thesis. The questionnaire is concerned with demographic data on special class teachers and pupils and a variety of data on curricula, parent/school relations and specialist services available to special class teachers and pupils. 96% of the teachers surveyed returned completed questionnaires. Analysis of the data thus collected leads the writer to the following conclusions: disproportionate numbers of special class children are male, Maori and/or of low socio-economic status: for the majority of pupils special class placement is permanent: the average special class teacher is a woman, under 36, trained and experienced in regular class teaching but with little training and relatively brief experience in teaching backward children: since there is no curriculum designed specifically for backward children at primary and intermediate schools, teachers must rely primarily on their own resources in adapting regular curricula to the special needs of their pupils with limited assistance from organisers of special classes and educational psychologists and virtually none from the advisory service: the integration of special and regular class children, as endorsed by the Department of Education, occurs primarily in the non-academic areas of the curriculum: special class teachers succeed in meeting most of their pupils' parents for the purpose of discussing the progress of individual pupils but opportunities for parental participation in school life are apparently limited: organisers of special classes constitute the major source of professional assistance for special class teachers however the demands made of them appear to be excessive in view of their limited training and numbers. In the final segment of the thesis the writer returns to the two issues which motivated her survey and concludes that, for many New Zealand children, special class placement represents confirmation of their inferior status within the larger society and that special education for backward children at primary and intermediate levels in New Zealand schools does not appear to merit the description "special".
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    Mainstreaming secondary students with intellectual disabilities into regular classrooms : an investigation of the perceived training needs of classroom teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Special Education at Massey University
    (Massey University, 1995) Shimman, Peter Greville
    The New Zealand education system, like that of other countries, is currently committed to increasing the level to which students with disabilities are integrated into regular classrooms. This policy of "mainstreaming" brings regular classroom teachers increasingly in contact with students with special educational needs. Pre-service training may not have prepared classroom teachers to work with mainstreamed students. In-service training has been advocated as an effective way to address this lack of skills. The thesis uses two research methods to investigate the training needs regular classroom teachers feel they have in order to prepare them for mainstreaming. A questionnaire survey was conducted requiring secondary school teachers to indicate their training priorities for mainstreaming. A case study was conducted using progressive interviews to focus on the experiences of nine secondary school teachers during their first year of mainstreaming and particularly on changes in their perceived training needs. Results show that relatively few teachers have received training for mainstreaming, although the majority of teachers surveyed feel such training is important. Training needs were seen to fall into three main categories. Those associated with classroom management were rated as most important, followed by training areas associated with addressing individual needs. Training in theoretical issues was seen as least important. The perceived training needs of the teachers in the case study changed during the course of the year. Initially, training needs associated with classroom management and those associated with meeting individual needs were given equal priority. By the end of the year teachers' focus was on training to address the individual needs of mainstreamed students. The implications of these results on the design and delivery of in-service training activities related to mainstreaming is discussed. Teachers in the case study also raised other issues and concerns which affected the quality of the mainstream placement. In particular the concerns were related to inadequate information about the individual needs and goals of mainstreamed students and their Individualised Educational Programmes.
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    For the child's sake, we need to do something : an examination of teachers' beliefs and experiences regarding referrral of young children to early intervention services : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Special Education) at Massey University
    (Massey University, 2003) Aspden, Karyn Michelle
    This is a study of the challenges that teachers face, in deciding whether a child should be referred for external early intervention support. Teachers reveal their thought, beliefs and experiences around referral and early intervention, and reflect on their own teaching practice, with a view to informing the field and developing appropriate professional development strategies. The central purpose of this study is to examine whether all children who need early intervention are being identified and referred to appropriate support systems. The research was conducted in three phases. In the first phase, 50 teachers completed a questionnaire that captured baseline data around referral beliefs, practices, and experiences. From the belief that research should have reciprocal benefits for the researcher and participants, the second phase of the research then brought together early childhood teachers and early intervention practitioners for a workshop (question and answer time) on questions relating to identification and referral within teachers' specific setting or situation. The final stage documented the discussions and reflections of one early childhood centre as they engaged in the process of developing a policy that would guide them in referral decision making. The result of this dialogue is a series of reflective questions that all early childhood centres may use as a framework for policy creation and professional development. Many issues arise within the study, particularly around partnership with parents, cultural considerations, appropriate assessment tools, the need for policy and ongoing professional support and development, which are examined in light of contemporary research, particularly within the New Zealand setting. The findings clearly indicate that while some strong foundations are in place, there is still a way to go before the early childhood field can unequivocally state without reservation that all children who need support services are receiving them.
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    Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University
    (Massey University, 2006) Guild, Diane Mary
    The increasing diversity of our student population, advances in technology, socio-economic changes and increasing awareness of human rights have resulted in the need for a change in the way secondary schools respond to diversity. This would necessitate a reframing of the current deficit paradigm of special education. This thesis investigates the validity of the notion that the concept of learning community could provide a means to bringing about this change. A small learning group of four Resource Teachers of Learning and Behaviour (RTLB) and two Ministry of Education: Special Education (GSE) fieldworkers was the vehicle for exploring this concept. One of the features of this learning group was the capacity the group had for providing a context for multi-dimensional learning. Analysis of the findings resulted in three strands of learning. The first strand of learning focused on the features and processes of effective groups. The impact of the power of the group and how participants experienced that power provided the basis for the second strand of learning. The third strand of learning resulted from themes arising out of the analysis of the group's discourses. These themes not only revealed the complexities of the work of RTLB in secondary schools but also informed and reinforced all three strands of learning. In addition to the influence that participating in the group had on the personal and professional life of each participant, the work of the group provided an insight into, and affirmed a number of, possibilities for the development of learning communities. The values, attitudes and beliefs inherent in a culture of learning community have the potential to set the stage for reframing the current deficit paradigm of special education. This change in paradigm and the findings in evidence-based research relating to what constitutes quality teaching more than imply - they necessitate - reforms that include changes to funding mechanisms, school and community cultures, school systems and teaching and learning methods. A powerful way to achieve this change is to develop whole-school learning communities where all students are valued and provided with opportunities to be contributing members. There is potential for RTLB to have a significant role in fostering, learning communities within schools. Recognition of, and advocating for, the role that RTLB could have in further development of both these aspects would contribute considerably to increasing the effectiveness of RTLB support - particularly in secondary schools. This could also assist, both directly and indirectly, with clarifying the role and expectations of the RTLB. This investigation demonstrated the potential for a small learning group to become a vehicle for growing a wider culture of learning community in education contexts. It also confirmed that a culture of genuine learning community, in which diversity is celebrated and effective teaching and learning strategies are practised, would build bridges into the adolescents' world and their learning community and enable all members to participate in an inclusive context.
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    Interaction within the therapeutic relationship : exploring the relationship between the music therapy practices of a music therapy student and the concepts used in intensive interaction : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy, Te Kōkī New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2014) How, Shona Louise
    This research project explores the relationship between the music therapy practices of a music therapy student and intensive interaction, a teaching model of communication used with children, young people and adults who experience challenges with learning and relating to others. Secondary analysis of clinical records (session notes and video footage) was used in this theoretical research, using both inductive and deductive methods of micro-analysis to explore the relationship between the two approaches. Themes included two relatively distinct forms of interactive communication – communication which predominantly used music and communication which used other modes. These two groups were then divided into further themes including: elements of music and improvisational musical techniques; visual cues; vocal activity; gestures and body language; movement activity and time/space. These themes were then correlated and compared with the corresponding features and descriptions of improvisational music therapy and intensive interaction. The findings suggest there is a relationship between the concepts used intensive interaction and the improvisational music therapy practices of the music therapy student; they both share features of the naturalistic processes of ‘infant-caregiver interactions’ within the elements of music, with both parties fine-tuning to one another’s rhythmic, melodic, textural and temporal nuances. However, improvisational or creative music therapy combines more complex usage of the elements of music including musical form, structure and texture to provide an interpersonal experience through a therapeutic relationship. That relationship is reliant on the music therapist’s sophisticated skills to combine emotion and music within the improvisational process. The strengths and limitations of the study are stated along with implications for training and further research in the field of music therapy and special education.
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    The role of the special education itinerant teacher : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2013) Banks, Rebecca Jane
    This research is a qualitative case study examining the roles and responsibilities of the Special Education Itinerant Teacher on the support team of a student with very high and complex needs enrolled at a small, semi-rural, culturally diverse primary school. It utilises the ideas of social constructionism, that our 'reality' is constructed through our relationships and interactions with others. According to this paradigm knowledge about the role of the SEIT, like all knowledge, is co-constructed by the interactions and dialogue of the student's support team. Therefore semi-structured interviews with open-ended questions were conducted with 9 participants who made up key members of the student's support team. Some relevant documentation was also gathered. The data collected was analysed inductively for emerging patterns in the narratives around the activities of the support teacher and each participant's experience of the support. The data indicated that the support of the SEIT was greatly valued by all participants, but a construction of two separate systems of education -regular for the regular kids, and 'special' approaches for students with high and complex needs, presented barriers to inclusion and genuine collaboration between all members of the team. These barriers are discussed, along with a number of supports which were also identified.
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    Successful integration of children with autism into inclusive classes : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Special and Inclusive Education at Massey University, Manawatu, New Zealand
    (Massey University, 2014) Srisuruk, Piyawan
    This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of successfully integrating children with autism into inclusive classes. An examination of the international literature indicated that the collaboration of key personnel is the main influence on the scholastic achievement of children with autism. The key personnel identified in the literature include teachers, paraprofessionals, parents, school principals and peer tutors, all of whom contribute to the process of integrating children with autism into inclusive classes. However, in Thailand there is limited information to assist these key personnel in this task. The purpose of the research study was to develop a set of guidelines for assisting children with autism in Thailand and refine them using an iterative process. The guidelines specifically aimed to provide knowledge and strategies to support key personnel to integrate children with autism into regular classes. In order to provide a suitable context, the guidelines were implemented in an inclusive school in Thailand. The three research questions the researcher sought to answer in this study were: i) what strategies should be included in the guidelines to assist key personnel to integrate children with autism into inclusive classrooms? ii) how effective are the guidelines in supporting key personnel to integrate children with autism into inclusive classes? and iii) how effective are the strategies used in the guidelines in developing behaviours that help children with autism to integrate into inclusive classes? A qualitative case study approach was selected to gain an in-depth understanding of the use and effectiveness of the guidelines. Nine children with high functioning autism were chosen for this study: three of kindergarten age, three of primary school age and three of secondary school age. Five key personnel for each child, including teachers, peer tutors, paraprofessionals, parents and school principals were asked to trial the guidelines. The opinion of five selected experienced Thai people involved with children with autism was also sought in order to determine the content validity of the study. The effectiveness of the guidelines was evaluated using triangulation of data including: classroom observations, semi-structured interviews and focus groups. The Deming cycle PDCA model was used to organize the process of implementation and development.The booklets for key personnel which contained the guidelines and strategies were structured as follows: information about children with autism, 20 difficulties with associated strategies for helping children with autism and ideas for developing inclusive classrooms. It was found that key personnel were generally satisfied with the suggestions from the guideline booklets, and that using the guidelines helped key personnel to collaborate in helping children with autism integrate into inclusive classes. Also the strategies were effective in helping children with autism develop positive behaviour and attitudes.
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    A play ground : supporting interactions of children with autism through music therapy groups in a special education classroom : an exegesis presented in partial fulfillment of the requirements for the degree of Masters of Music Therapy, New Zealand School of Music, Wellington, Aotearoa, New Zealand
    (Massey University, 2013) Sanders O'Connor, Kathleen T
    Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal. Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications. Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.
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    The 'exclusion' of autism : how does music therapy aid the psychological, social and educational difficulties confronted by children with autism in a special education setting? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at Massey University, Wellington, New Zealand
    (Massey University, 2006) Travaglia, Rebecca Anne
    This research project explores how music therapy can provide opportunities for inclusion and exclusion for children with autism. It draws attention to the various psychological, social and education difficulties faced by children with autism regarding social inclusion and social exclusion. The project also considers current attitudes towards social exclusion documented within the fields of special education and child welfare and rights. The research was conducted using a qualitative and naturalistic enquiry approach. The therapeutic method was client centred. Case material is presented for three children with autism who attended individual music therapy sessions once a week for a period of five weeks. Characteristic narratives of each music therapy session are included in the body of the text. From these, the researcher highlighted moments of inclusion and exclusion observed in the music therapy sessions for each child. These were collaborated and presented in classification tables designed by the researcher from her observations. Music therapy sessions reveal evidence of opportunities for both social interaction and social isolation for three children with autism. Moments were categorised as Inclusion Moments and Exclusion Moments. Inclusion Moments were grouped under four headings: Client Initiated Moments, VerbalNocal Communication Moments, Engaged In Music Non Verbal Moments and Therapist Supported Inclusion. Exclusion Moments were grouped under four headings: Inappropriate Social Behaviours, Purposeful Removal from Musical and Social Interaction, Withdrawal and Therapist Supported Exclusion. Techniques to support inclusion included listening, playing, improvising, singing and movement, adapting the level of attention demanded from the child. Exclusion could be supported by allowing the child to withdrawal from verbal interaction and providing them with a safe and non-demanding environment. This research project concludes that there are patterns of inclusion and exclusion in music therapy sessions and suggests that exclusion does play a role in music therapy for children with autism. The researcher highlights the difficulty for therapists to find a position that satisfies the child 's right to social inclusion, while still respecting the child 's lack of a need for social connectedness.