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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dc.contributor.authorReilly, Jessica L
dc.date.accessioned2017-06-11T21:06:24Z
dc.date.available2017-06-11T21:06:24Z
dc.date.issued2016
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/10179/11192
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectChildren with disabilitiesen_US
dc.subjectServices foren_US
dc.subjectInclusive educationen_US
dc.subjectParents of children with disabilitiesen_US
dc.subjectTeachers' assistantsen_US
dc.subjectNew Zealanden_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleExploring 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 Zealanden_US
dc.typeThesisen_US
massey.contributor.authorReilly, Jessica Len_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educational Psychology (MEdPsych)en_US
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