title: Enhancing child development services for neurodivergent children in Waikato: A qualitative study

authors: Nobilo, Ashlie

subjects: Child Development Services

abstract: Background: Children with neurodevelopmental disorders often face unmet needs, placing their well-being at risk. Effective healthcare delivery is important to enhance outcomes for these individuals. In New Zealand, limitations in funding and resources, compounded by escalating demand, have led to deficiencies in the provision of Child Development Services (CDS). This has resulted in prolonged waiting lists and children missing out on essential support.
Objective: This project aimed to develop a proposed service delivery model for the Child Development Centre (CDC) in the Waikato district by considering stakeholders' perspectives regarding support for neurodivergent children and ways to adapt service delivery to ensure improved health and social outcomes.

Participants: Stakeholders from health and education sectors, including CDC service users, clinicians, healthcare managers, education professionals, and policy representatives, were recruited using purposive sampling.

Methods: This qualitative project had two phases: The first involved 41 semi-structured interviews inspired by grounded theory principles to uncover current perspectives and improvement ideas. The second phase, guided by co-design principles, featured two focus groups to formulate a service delivery model grounded in participant insights and literature.

Findings: Findings revealed concerns about inadequate support, delayed CDC services, pathway navigation challenges, and inadequate infrastructure. Participants emphasised the need for improved collaboration, increased therapeutic support, age-spanning support, and a community-focused CDC integrated with schools. Findings are visually summarised in a proposed service delivery model.

Conclusion: Enhancing experiences and outcomes for neurodivergent children requires collaborative, integrated efforts across sectors. The proposed service delivery model serves as a tool for guiding systemic changes and policy development.

text: Enhancing child development services for neurodivergent children in Waikato: A qualitative study Background: Children with neurodevelopmental disorders often face unmet needs, placing their well-being at risk. Effective healthcare delivery is important to enhance outcomes for these individuals. In New Zealand, limitations in funding and resources, compounded by escalating demand, have led to deficiencies in the provision of Child Development Services (CDS). This has resulted in prolonged waiting lists and children missing out on essential support.
Objective: This project aimed to develop a proposed service delivery model for the Child Development Centre (CDC) in the Waikato district by considering stakeholders' perspectives regarding support for neurodivergent children and ways to adapt service delivery to ensure improved health and social outcomes.

Participants: Stakeholders from health and education sectors, including CDC service users, clinicians, healthcare managers, education professionals, and policy representatives, were recruited using purposive sampling.

Methods: This qualitative project had two phases: The first involved 41 semi-structured interviews inspired by grounded theory principles to uncover current perspectives and improvement ideas. The second phase, guided by co-design principles, featured two focus groups to formulate a service delivery model grounded in participant insights and literature.

Findings: Findings revealed concerns about inadequate support, delayed CDC services, pathway navigation challenges, and inadequate infrastructure. Participants emphasised the need for improved collaboration, increased therapeutic support, age-spanning support, and a community-focused CDC integrated with schools. Findings are visually summarised in a proposed service delivery model.

Conclusion: Enhancing experiences and outcomes for neurodivergent children requires collaborative, integrated efforts across sectors. The proposed service delivery model serves as a tool for guiding systemic changes and policy development.

year: 2024

title: Personas revisited: Extending the use of personas to enhance participatory design

authors: Bowen, Judy

subjects: computer science

abstract: Personas are a well-established tool in interactive system development, largely used with designers and developers. They can also be included in work with potential and actual users, particularly in eliciting user needs and concerns. We present three case studies in which personas are part of the research with potential users of interactive systems. Blind participants in research on assistive technologies often spontaneously generated personas who would benefit more from the technology than they themselves would. This was a way of being able to discuss potential needs and concerns, without admitting to having them oneself. Older participants exploring the potential of indoor drones generated personas who were older than themselves and would need the system more. Finally, personas were created to aid discussions with forestry workers about fatigue and safety issues that they might not want to admit to having themselves. From these case studies we draw recommendations for how personas can be deployed in working with potential and actual users of interactive systems in a variety of ways.

text: Personas revisited: Extending the use of personas to enhance participatory design Personas are a well-established tool in interactive system development, largely used with designers and developers. They can also be included in work with potential and actual users, particularly in eliciting user needs and concerns. We present three case studies in which personas are part of the research with potential users of interactive systems. Blind participants in research on assistive technologies often spontaneously generated personas who would benefit more from the technology than they themselves would. This was a way of being able to discuss potential needs and concerns, without admitting to having them oneself. Older participants exploring the potential of indoor drones generated personas who were older than themselves and would need the system more. Finally, personas were created to aid discussions with forestry workers about fatigue and safety issues that they might not want to admit to having themselves. From these case studies we draw recommendations for how personas can be deployed in working with potential and actual users of interactive systems in a variety of ways.

year: 2020

title: Secular schools, spirituality and Maori values

authors: Fraser, Deborah

abstract: New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

text: Secular schools, spirituality and Maori values New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

year: 2004