title: Parental perceptions of the role of Applied Behaviour Analysis intervention for children with autism during the transition from early childhood education settings to primary school

authors: Stebletsova, Galina

subjects: child with autism

abstract: The transition to school time for children with autism may represent a period of an increased stress for the whole family. Some parents choose to try the Applied Behaviour Analysis (ABA) intervention for their children as a way of reducing that stress and to assist the child’s transition. This study focuses on the role the ABA intervention might play during this period of time from a parental point of view. 
A qualitative approach grounded in an interpretive methodology has been used for this study. Data were collected through nine families participating in email surveys, and four of them then agreed to participate in semi-structured follow-up interviews. In all nine families, the ABA intervention of various intensity had happened with when their children were transitioning from pre-school settings to primary school. Three themes emerged in the course of the study: ABA intervention, even though chosen to facilitate the transition phase, does not seem to be the only factor that contributes to the successful transition to school; Language skills improvement with help of ABA therapy during transition time is seen as a stress decreasing factor; The influence of the ABA intervention during transition time was not always positive towards the younger siblings.
All nine families emphasised that the financial aspect of the ABA intervention (namely, high cost) was seen as an extra stress factor during transition to school time. The high cost of the therapy was also linked to this study’s difficulties with recruitment. 
The findings, although only limited to the perspectives of nine participants, highlight the importance of families with children with autism to be prepared for the possible challenges during transition to school time. They also demonstrate the importance of further study in the field of the role of early interventions during transition phases of the young children with autism and imply that other factors apart from the interventions might play an important role in a child’s with autism transition to school time.

text: Parental perceptions of the role of Applied Behaviour Analysis intervention for children with autism during the transition from early childhood education settings to primary school The transition to school time for children with autism may represent a period of an increased stress for the whole family. Some parents choose to try the Applied Behaviour Analysis (ABA) intervention for their children as a way of reducing that stress and to assist the child’s transition. This study focuses on the role the ABA intervention might play during this period of time from a parental point of view. 
A qualitative approach grounded in an interpretive methodology has been used for this study. Data were collected through nine families participating in email surveys, and four of them then agreed to participate in semi-structured follow-up interviews. In all nine families, the ABA intervention of various intensity had happened with when their children were transitioning from pre-school settings to primary school. Three themes emerged in the course of the study: ABA intervention, even though chosen to facilitate the transition phase, does not seem to be the only factor that contributes to the successful transition to school; Language skills improvement with help of ABA therapy during transition time is seen as a stress decreasing factor; The influence of the ABA intervention during transition time was not always positive towards the younger siblings.
All nine families emphasised that the financial aspect of the ABA intervention (namely, high cost) was seen as an extra stress factor during transition to school time. The high cost of the therapy was also linked to this study’s difficulties with recruitment. 
The findings, although only limited to the perspectives of nine participants, highlight the importance of families with children with autism to be prepared for the possible challenges during transition to school time. They also demonstrate the importance of further study in the field of the role of early interventions during transition phases of the young children with autism and imply that other factors apart from the interventions might play an important role in a child’s with autism transition to school time.

year: 2013

title: The Phoenix Prophecy

authors: Williams, Julia

subjects: Young Adult

abstract: When Soraya Merridan wakes from a recurring nightmare, she finds herself drawn to a box of her mother’s belongings. After discovering an antique necklace with a strange stone, Sora accidentally triggers a prophecy and finds herself stranded in Aurelia, a new realm unlike anything she has ever seen. 
Upon her arrival, she meets a young prince and discovers a plague of hellish creatures that threaten the lives of everyone in this strange new world. Torn between Earth and Aurelia, Sora finds herself in the unlikely companionship of the prince and his guard. Together, they must journey to the hidden Temple of Arkosia in search of an ancient being capable of stopping the rising darkness and the threat of the Lord Ruler that comes with it. But things aren’t always what they seem, and when a dark-haired stranger keeps appearing with a message not to trust the prince, Sora is torn as to what to believe. With the fate of an entire world at stake, Sora is determined to make the right choice. 
But is she willing to pay the price?

The Phoenix Prophecy features a strong female character overcoming challenges and internal struggles while simultaneously uncovering her own strengths as she navigates this new world. It takes us on a journey where classic fantasy elements interweave with new ones to create an adventure for both the main character and the reader to enjoy, a world to lose yourself in while not straying entirely from our own. In this novel, I explore aspects of politics and social roles which are often built on real-world elements while presenting them in a world that shows a different view of familiar topics. 
I wanted to write about a heroine who isn’t afraid to dive right into the magic and fight for themselves no matter where it takes them. A strong female character who isn’t afraid to get her hands dirty. In Aurelia the rules are unexpected, it’s a place where readers can feel connected to the main character while also enjoying a little spice of magic.

text: The Phoenix Prophecy When Soraya Merridan wakes from a recurring nightmare, she finds herself drawn to a box of her mother’s belongings. After discovering an antique necklace with a strange stone, Sora accidentally triggers a prophecy and finds herself stranded in Aurelia, a new realm unlike anything she has ever seen. 
Upon her arrival, she meets a young prince and discovers a plague of hellish creatures that threaten the lives of everyone in this strange new world. Torn between Earth and Aurelia, Sora finds herself in the unlikely companionship of the prince and his guard. Together, they must journey to the hidden Temple of Arkosia in search of an ancient being capable of stopping the rising darkness and the threat of the Lord Ruler that comes with it. But things aren’t always what they seem, and when a dark-haired stranger keeps appearing with a message not to trust the prince, Sora is torn as to what to believe. With the fate of an entire world at stake, Sora is determined to make the right choice. 
But is she willing to pay the price?

The Phoenix Prophecy features a strong female character overcoming challenges and internal struggles while simultaneously uncovering her own strengths as she navigates this new world. It takes us on a journey where classic fantasy elements interweave with new ones to create an adventure for both the main character and the reader to enjoy, a world to lose yourself in while not straying entirely from our own. In this novel, I explore aspects of politics and social roles which are often built on real-world elements while presenting them in a world that shows a different view of familiar topics. 
I wanted to write about a heroine who isn’t afraid to dive right into the magic and fight for themselves no matter where it takes them. A strong female character who isn’t afraid to get her hands dirty. In Aurelia the rules are unexpected, it’s a place where readers can feel connected to the main character while also enjoying a little spice of magic.

year: 2022

title: Akoranga whakarei: Learning about inclusion from four kura rumaki

authors: Berryman, Mere

subjects: Special education

abstract: In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

text: Akoranga whakarei: Learning about inclusion from four kura rumaki In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

year: 2015