The relationship between SPELD and schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
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Date
2010
DOI
Open Access Location
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Publisher
Massey University
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Abstract
This research investigated the relationship between SPELD teachers and classroom
teachers from the Wellington region. A key issue identified in a 2009/2010 evaluation
of the SPELD New Zealand organisation was the lack of effective collaboration between
SPELD teachers and individuals in the education sector. The present study sought to
identify what supports SPELD and schools to work together, what factors restrict the
relationship between SPELD and schools, and how can collaboration between SPELD
and schools be enhanced. Using a case study methodology, this research investigated
SPELD teachers’ views and experiences about their relationships with classroom
teachers and the schools in which they operate and classroom teachers’ views and
experiences about their relationships with SPELD teachers and the SPELD organisation
in which they operate. The study found that while there were a number of positive
factors contributing to an effective collaborative relationship between SPELD teachers
and school teachers, there were a number of issues restricting the relationship. In
particular, issues arose concerning tutoring within school hours and alignment with the
work and schedules of existing specialist staff. Suggestions are offered about ways in
which collaboration between SPELD and schools could be enhanced.
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Keywords
NZ Federation of Specific Learning Disabilities, Dyslexic children, Education, Remedial reading, Schools, Cooperation, New Zealand, Dyslexics, Co-operation