ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Effective Inclusive Practice: Knowing, Doing and Believing
Author: Rouse, Martyn
Date: 2006-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Action Research,Professional Development,Educational Policy,Academic Achievement,Learning Disabilities,Special Education,Teacher Educators

The development of inclusive schools is not an easy task and not all people are committed to the development of inclusion because they have strong beliefs about where and how different &quot;kinds&quot; of children should receive their schooling. This article attempts to locate recent developments in inclusive practice and learning for all in a broader discussion about the need to educate all children more effectively than educators may have done in the past. In particular it will explore the ways in which teachers' thinking, beliefs and actions could be developed in ways that might enhance inclusive practice. It is based in part on a keynote lecture given by the author at the Enhancing Effective Practice in Special Education (EEPiSE) national workshops held in New Zealand in June 2006.
Teaching Maori Children with Special Education Needs: Getting Rid of the Too Hard Basket
Author: Bevan-Brown, Jill
Date: 2006-00-00
Type: Journal Articles
Subjects: Bullying,Early Adolescents,Questionnaires,Adolescents,Depression (Psychology),Special Education,Student Needs,Teaching Methods,Educational Practices,Teacher Student Relationship,Teacher Attitudes,Parents,Student Attitudes,Foreign Countries,Learning Disabilities

This paper examines research evidence, practitioners' knowledge, skills and experiences and the voice of students, parents and whanau to identify common messages in respect to educating Maori students both with and without special education needs. The keys to effective practice identified include: positive teacher-student relationships; interactive teaching strategies that engage students in their own learning; teaching that builds on students' strengths and interests; high teacher expectations of Maori students; the inclusion of cultural input; and the involvement of parents, whanau and peers. Professionals are urged to take the provision of culturally appropriate, effective education out of the &quot;too hard basket&quot; and to use the previous strategies when working with Maori students. (Contains 6 figures.)
Teaching Strategies: For Some or for All?
Author: Florian, Lani
Date: 2006-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Foreign Countries,Special Education,Teaching Methods,Educational Strategies,Inclusion,Evaluation Methods,Secondary Education,High Schools,Comparative Analysis

This article is based on a keynote address to the Learning for All Enhancing Effective Practice in Special Education School-led Symposia, Palmerston North, Christchurch, Napier and Auckland, New Zealand, June 2006. It considers &quot;special education&quot; teaching strategies, and the extent to which they overlap with &quot;mainstream practice&quot;, in order to answer the question of whether or not there is such a thing as a specialist pedagogy. Selected research on this topic is summarised, and the need to develop a notion of pedagogy that is inclusive of all learners is suggested. (Contains 2 footnotes.)
A Torrent of Change: Enhancing Effective Change in Special Education--One School's Journey
Author: Morris, Chris
Date: 2006-00-00
Type: Journal Articles
Subjects: Special Education,Change Strategies,Educational Change,Organizational Change,Effective Schools Research,Foreign Countries,Accessibility (for Disabled),Academic Accommodations (Disabilities)

This article is the story of a school's journey from a deficit model of special education needs programming to an inclusive model of student learning support. The heart of this journey was the identification and management of tensions and complexities surrounding educational beliefs, school values, and pedagogical practices. This article will describe the ecology of change that this school undertook during a two-year period, analyse the mechanisms of change during the same period, and evaluate critically the extent to which the change achieved its intended outcome. (Contains 2 tables.)
Within Our Circle of Influence
Author: Hiranniah, Namratha
Date: 2006-00-00
Type: Journal Articles
Subjects: Learning Problems,Disabilities,Foreign Countries,Needs Assessment,Elementary Education,Children,Student Behavior,Learning Disabilities,Interpersonal Competence,Intervention,Teaching Methods,Teacher Behavior,Pretests Posttests,Data Collection

Two teachers working in Year 0-1 classes at Manurewa South School, a decile 2 school in the Manurewa area of Manukau City, Auckland, share their voyage of exploration around their own circle of influence. In this article the research team including Bronwyn Blair, a facilitator from the University of Auckland, worked through a cycle of needs analysis and assessment, reflection, practice and reflection, and evaluation of 12 students targeted from their classes. The five and six-year-old students were experiencing behaviour and/or learning difficulties. The team explored teaching social skills while also focusing on raising literacy achievement. Practice interventions included a mix of changed teacher behaviours, practice, and planning in the areas of literacy and social skills for the targeted children. Pre and post-data were collected to guide and evaluate teacher planning. Teachers later became involved in school-wide development sharing their ideas and process. (Contains 2 tables and 2 figures.)
Putting Enjoyment into the Lunch Break: Enhancing Effective Practice at Ferndale School
Author: Wilson, Dorothy
Date: 2006-00-00
Type: Journal Articles
Subjects: Stress Management,Special Schools,Teacher Burnout,Student Participation,Trainers,Video Technology,Well Being,Student Needs,Educational Practices,Teacher Education,Teacher Role,Case Studies,Foreign Countries

Ferndale School is a special school catering for students in the Ongoing and Reviewable Resourcing Schemes (ORRS). We sought to explore how a sense of well-being and belonging for students could be fostered during the lunch break at the base school. Students' need for close supervision during lunch hour meant that staff found it hard to successfully engage the students in activities during this time. Parent and staff surveys and video footage were used to identify the changes to be made, and allowed the research team to monitor the resulting changes in the area of student participation. Worthwhile outcomes were identified for children, teachers, and the whole school. (Contains 1 table.)
Raising the Bar in Reading
Author: Naidoo, Taryn
Date: 2006-00-00
Type: Journal Articles
Subjects: Reading,Educational Strategies,Identification,Teaching Methods,Reading Achievement,Student Evaluation,Educational Objectives,Inclusion,Foreign Countries,Professional Development,Intervention,Elementary Education

This article aims to present strategies and discussion about how teachers can adapt the curriculum in order to provide authentic needs-based programmes. Identifying students' strengths and needs gave us clear directions as to what we needed to teach. In this article, the research team discuss how they successfully raised the reading achievement of target students by attending to classroom practices such as guided reading and taking running records, as well as giving specific focus to targeted assessment, goal setting and inclusive support programming. (Contains 5 tables and 1 figure.)
Building Resiliency in Students with Special Education Needs: A Journey of Discovery
Author: Mears, Alan
Date: 2006-00-00
Type: Journal Articles
Subjects: Physical Education,Teacher Aides,Action Research,Special Education,Resilience (Psychology),Disabilities,Social Development,Role Playing,Vignettes,Problem Solving,Student Evaluation,Self Esteem,Program Effectiveness,Health Education,Teacher Attitudes,Student Attitudes,Parent Attitudes,High School Students,Teamwork,Foreign Countries

This article describes an action research project, based within a school, to develop and increase the social resiliency of students with special education needs in both school and community settings. The programme included role-plays, scenarios and problem solving. An assessment tool was developed to measure self-esteem amongst the students and this tool became a learning resource for the students. Resources were gathered from similar projects and the health and physical education (PE) curriculum. Outcomes included increases in students' resiliency and were reported by the students themselves, teachers, teacher aides and parents. Reflections from the researchers about students' outcomes and the action research process are included.
Motueka High School Storied Experience: Teaching and Learning Strategies
Author: Ellery, Tracey
Date: 2006-00-00
Type: Journal Articles
Subjects: High Schools,Action Research,Learning Strategies,Foreign Countries,Special Education,Research Projects,Outcomes of Education,Literacy,Reading,Cooperative Learning,Pretests Posttests,Academic Achievement

In 2005 Motueka High School became involved in the Ministry of Education's Enhancing Effective Practice in Special Education (EEPiSE) project. The following is the story of how we integrated this action research project into our existing Enhanced Programme Funding (EPF). The project was supported by researcher Don Brown and led by our head of department (HoD), Learners' Support, Jan Trafford. A range of teachers across the school, including the literacy coordinator, Tracey Ellery, were involved in the project. Both initiatives aimed at upskilling all teachers, enhancing literacy across the school and were based around students with moderate special teaching needs. We collated quantitative and qualitative data mainly in the area of literacy but also in numeracy and behaviour. These two programmes have made an impact on the school's efforts to increase learning outcomes.
What Does It Take to Facilitate?
Author: Kent, Bruce
Date: 2006-00-00
Type: Journal Articles
Subjects: Experiential Learning,Content Analysis,Facilitators (Individuals),Educational Practices,Interviews,Skill Analysis,Action Research,Change Strategies,Reflection,Foreign Countries,Professional Development,Teacher Education

The purpose of this study was to capture a sense of the experience of facilitators working with schools and teachers on the Enhancing Effective Practice in Special Education (EEPiSE) project. Facilitation skills are often used in educational contexts in a variety of forms and for a variety of purposes. A considerable body of literature provides detailed information about the skills and procedures that can be applied in facilitation. It is also of value to attend to the learning that facilitators have gained from experiencing the role. Nine participants (including two Maori and two male) were interviewed using a semi-structured interview format. The interviews were transcribed and the data analysed using content analysis to identify themes. Four themes emerged from the interviews: these were (a) working together, (b) teacher self-discovery, (c) working and learning in context, and (d) useful skills for enhancing outcomes. These themes reflect a strong emphasis on the necessity for facilitators to develop quality relationships. This is consistent with current literature which recognises &quot;being&quot; as the fundamental skill of facilitation. The contribution of those involved in the action learning project is recognised.
Challenging Teachers' Practice through Learning: Reflections on the Enhancing Effective Practice in Special Education Programme of Research and Professional Practice
Author: Bourke, Roseanna
Date: 2006-00-00
Type: Journal Articles
Subjects: Action Research,Experiential Learning,Professional Development,Special Education,Teaching Methods,Educational Practices,Reflection,Best Practices,Inquiry,Accessibility (for Disabled),Foreign Countries,Workplace Learning,Models,Theory Practice Relationship

When teachers participate in professional development and learning opportunities it enables them to reconceptualise their assessment and teaching practices with the support of facilitators and researchers. National programmes of professional development and research, such as the three year Enhancing Effective Practice in Special Education (EEPiSE) programme led by the Ministry of Education, also created opportunities for researchers, professional development facilitators and Ministry personnel to reconceptualise their ideas, beliefs, values, and understandings of what it means to learn, and acknowledge the diversity of learners and learning. This paper highlights some of these learnings and explores ideas around supporting and challenging teacher practice through their own learning. It signals the need for both action research and action learning models of support to teachers, and highlights how &quot;simple things&quot; such as change in teacher talk and small adaptations to teaching practice lead to more complex changes within the classrooms and schools. Within the project an interplay between Ministry, researchers, facilitators and teachers enabled a richer indepth exploration within each school setting about the intent of EEPiSE and inclusive practices for all learners. The outcomes for teachers and schools was often portrayed through the increased learning achievements of their students; however, the realities of teacher daily practice often blur the correlation. The significant achievement of EEPiSE is the celebration that teachers, researchers, facilitators and Ministry combined efforts to continue to tackle and enjoy the challenge of learning for us all.
Nurturing Talent through Curriculum Integration
Author: Brough, Chris
Date: 2007-00-00
Type: Journal Articles
Subjects: Curriculum Development,Gifted,Talent,Educational Change,Teaching Methods,Foreign Countries,Integrated Curriculum,Inclusion,Cultural Differences,Educational Practices,Teacher Role,Primary Education,Kindergarten,Grade 1

In this paper I discuss the benefits of curriculum integration for gifted and talented students in the regular classroom setting. Although this approach to curriculum delivery enhances learning for all learners, the focus of this article is the gifted and talented student. In this paper I begin by describing the approach and the teacher's role in the process. I then explore how curriculum integration differentiates learning, enhances cultural inclusiveness and crosses traditional subject boundaries. Examples of integrated units are woven throughout this paper to illustrate how this approach can be implemented in practice.
Fairer to Fathers: The Role of Schools in Nurturing Positive Fatherhood--A United Kingdom Perspective
Author: Carpenter, Barry
Date: 2007-00-00
Type: Journal Articles
Subjects: Father Attitudes,Family Life,Learning Disabilities,Foreign Countries,Fathers,Reports,Parenting Skills,Parent School Relationship,Interviews

Fatherhood in this 21st century is changing. There is wider societal recognition that, for the sake of our children, we need to value fathers and the contribution they make to family life. In the United Kingdom, various initiatives are actively supporting &quot;Dads&quot; in their role. For fathers of children with disabilities, there are even greater challenges to their fatherhood. This article reviews ways in which fathers of children with disabilities have traditionally been viewed. It asks schools to reflect on ways in which they engage fathers, and makes specific reference to the new UK report (chaired by the author) on &quot;Recognising Fathers&quot; (Foundation for People with Learning Disabilities, 2006).
Text-Bullying among Early Adolescents
Author: Raskauskas, Juliana
Date: 2007-00-00
Type: Journal Articles
Subjects: Bullying,Early Adolescents,Questionnaires,Adolescents,Depression (Psychology),Telecommunications,Self Esteem,Student Attitudes,Victims of Crime,Outcomes of Education,Foreign Countries,Middle Schools

Increased availability of cell-phones has provided new avenues through which adolescents can bully their peers. Text-bullying is an emerging form of bullying which may threaten the emotional well-being of early adolescents. In this study 565 early adolescents (10-13 years old) completed questionnaires regarding their experiences with bullying (text-message and traditional) and measures of depression and self-esteem. Findings were that: (a) 15% of early adolescents had been text-bullied in the current school year; (b) victims of text-bullying reported more depressive symptoms and lower self-esteem than non-victims, and (c) victims who experienced both traditional and text-bullying in the current school year report more depressive symptoms and lower self-esteem than those not involved or those who were bullied only at school. Text-bullying may add to negative outcomes suffered by victims of traditional forms of bullying. (Contains 1 table and 2 figures.)
The Comparable Worlds of Calves and School Bullying
Author: Sutherland, Alison
Date: 2007-00-00
Type: Journal Articles
Subjects: Bullying,Foreign Countries,Intervention,Student Behavior,Educational Strategies,Victims of Crime,Observation,Animals,Comparative Analysis,Elementary Secondary Education

This article provides a light-hearted example of how a behavioural intervention, used in the animal world to reduce bullying, might be adapted and applied to reduce bullying among students. Based on observations of bullying among calves, effective strategies to reduce bullying are based on acknowledging that bullying is occurring, and recognising that the victim is unable to stop the bullying without support.
A Story of Transition to School
Author: Bourne, Louise
Date: 2007-00-00
Type: Journal Articles
Subjects: Attention Deficit Disorders,Special Needs Students,Transitional Programs,Early Childhood Education,Ecological Factors,Scaffolding (Teaching Technique),Adjustment (to Environment),Student Adjustment,Foreign Countries,Change Strategies,Educational Practices

This article discusses and reflects on some issues that may arise when a child with special needs and their family transition from an early childhood setting into their chosen school. In this instance, the author examines the case of &quot;Aroha&quot;, and considers specifics such as the writer's ethical and professional role as an early childhood teacher, valuable strategies for a successful transition, relevant theories, the influences of relationships with significant people who support Aroha in her differing environments, and the concerns teachers and parents have relating to Aroha's diagnosis of attention deficit disorder (ADD).
Let Me Fly
Author: Keown, Robin
Date: 2007-00-00
Type: Journal Articles
Subjects: Special Schools,Teacher Aides,Student Attitudes,Psychologists,Family Involvement,Down Syndrome,Educational Opportunities,Social Work,Interpersonal Relationship,Individualized Instruction,Self Esteem,Student Behavior,Residential Schools,Females

In this article the author narrates how family involvement and residential special school caused significant positive behaviour in Anna, a girl with Down Syndrome. The author is a constant visitor at Salisbury School, a residential special school for girls where Anna has been enrolled. The author witnessed the changes in Anna's behaviour due to a combination of factors; small class numbers and a high adult-to-student ratio, consistency of management between school and "cottage," shared care and team work amongst staff, and regular on-site counselling input. In addition, Salisbury offered a safe learning environment for students where safety may have been compromised at home. At Salisbury School Anna had been nurtured by caring, respectful teachers and teacher aides, dedicated social workers, counsellors and psychologists, and her self-confidence had blossomed. Her family was deeply grateful for the unique educational opportunity that combined caring and commitment of professionals dedicated to delivering quality service. The author has learned that special education provision is not black or white, but may include colours of the spectrum. Factors such as flexibility, quality relationships, individualised learning programmes, managed transitions, and communities of support, could be crucial. (Contains 1 footnote.)
Making Musical Connections
Author: O'Regan, Paula
Date: 2007-00-00
Type: Journal Articles
Subjects: Psychological Services,Music,Musicians,Special Needs Students,Music Education,Foreign Countries,Allied Health Personnel,Psychology,Student Behavior,Educational Strategies,Teaching Methods

The work the author has done with children with special needs in the music field has been heavily influenced by a number of eminent music therapists. She says this work has also been the most enjoyable and often the most exciting of all her experiences as an educationist. She started off as a classroom teacher and at that stage had no aspirations to be anything else. She loved the classroom and the kids she worked with and what she relished most of all was the opportunity she had to share her own passion for music with her students. In this article, the author will not provide a blow-by-blow account of her progression from job to job but she will refer only to the three positions which led her to an awakening to the amazing power of music as both a learning and a therapeutic tool. Those three were teaching, working as a music advisor and becoming a psychologist with what was then, the Psychological Service of the Department of Education.
Music Therapy in Special Education: Where Are We Now?
Author: Rickson, Daphne J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Music,Foreign Countries,Music Therapy,Special Education,Student Needs,Educational History,Disabilities,Intervention,Student Behavior,Children,Adolescents,Behavior Modification,Educational Research

Research is an essential aspect of the music therapy profession. Practice is grounded in theoretical frameworks based on research studies and the evaluation of clinical interventions. Early research drew heavily on behavioural principles, observing measurable change in response to musical interventions. As the profession gained stature, music therapy researchers also began to ask questions requiring in-depth qualitative analysis. Nevertheless, ready acceptance and appreciation of music therapy as a valid service within special education settings in both Australia and New Zealand is variable. Music therapists continue to be challenged to demonstrate the effectiveness of music therapy. The current article outlines the historical precedent for a likely increase in qualitative emphasis, and describes the current knowledge base generated through the literature on the topic of music therapy in special education. It also explores the need for new research in the evidence-based framework and proposes a research path for future studies.