Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand
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Date
2016
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Massey University
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Abstract
The Ongoing Resourcing Scheme (ORS) is a funding provision with access to
specialists, additional teachers and teacher aides to support inclusion for children with
high or very high learning and adaptive needs. This study used a qualitative
methodology to explore the perceptions of five parents about the supports received
through the ORS funding scheme including its strengths and limitations. The study was
conducted in three different regular primary schools in the Central North region of New
Zealand. The main themes identified were related to the nature and extent of support by
the professional teams and the process of obtaining ORS funding with a clear message
for more transparency. The study suggests that the efficacy of the teacher aide role, how
the ORS funding is managed and the importance of transparency are all areas for further
research.
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Keywords
Children with disabilities, Services for, Inclusive education, Parents of children with disabilities, Teachers' assistants, New Zealand, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education