(Re)conceptualising inclusive education in New Zealand: listening to the hidden voices

Gasson, N. Ruth, Burnett, Greg, Sanderson, Lara J., and van der Meer, Jacques (2018) (Re)conceptualising inclusive education in New Zealand: listening to the hidden voices. Disability & Society, 33 (4). pp. 618-637.

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DOI: 10.1080/09687599.2018.1436042

View at Publisher Website: https://doi.org/10.1080/09687599.2018.14...

Abstract

This article explores the experiences of 14 students with severe and complex behaviour, their caregivers, and teachers/principals as the students transition from a disestablished residential school back to mainstream schools, with support from the Intensive Wraparound Service (IWS). Interviews were the primary source of data collection. Data were collated into 14 cases, and analysed using a general inductive approach. Two broad themes are addressed in the article: education and relationships/communication. The research found that the IWS is not living up to its rhetoric. Suggestions made for improvement are based on approaches that participants found worked for them.


Item ID:	58987
Item Type:	Article (Research - C1)
ISSN:	1360-0508
Keywords:	Student voice, family voice, severe and complex behaviour, mainstream schools, residential special schools, Intensive Wraparound Service
Copyright Information:	© 2018 Informa UK Limited, trading as Taylor & Francis Group
Funders:	University of Otago (UO)
Projects and Grants:	UO grant number University of Otago Research Grant (UORG)
Date Deposited:	24 Jul 2019 01:46
FoR Codes:	39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education @ 50% 39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 100%
Downloads:	Total: 4
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