Wherever possible, children with special educational needs in New Zealand are enrolled with their peers in ordinary, mainstream classes. There are various types of specialist teachers employed in the teaching of such students. These are generally known as ‘Resource Teachers’ and provide a peripatetic service for students in the local area, that is, they are attached to more than one school. 9
There are:
In addition, the Resource Teachers: Learning and Behaviour (RTLB) service provides specially trained teachers to assist clusters of schools with students with moderate learning and behaviour difficulties. RTLBs primarily concentrate on providing support for students in Years 0-10 (ages 5/6 to 15/16). Their role is to provide support for students at risk of low achievement due to learning and/or behaviour difficulties, as well as to provide support for the teachers of these students. This may include direct teaching, demonstrating practice, and providing teaching strategies so that students receive appropriate learning programmes and behaviour management on an ongoing basis. RTLBs are based at a particular school and usually work across a group of schools depending on student need. The RTLB service is managed by a cluster of schools; these decide themselves how and where their RTLBs work. Some RTLB positions are dedicated to focus on the learning needs of Maori students. 9, 26
See sections 7.1.1, 7.2.1, 7.3.1, 7.4.1 of the mainstream New Zealand Archive and 4.5.4 of this archive in addition.
Most training courses for special needs teachers are graduate or postgraduate diploma courses for teachers who have been admitted to the Resource Teachers: Learning and Behaviour (RTLB) programme. Such courses are usually offered by institutions of higher education such as the University of Waikato (http://www.waikato.ac.nz/) or the Victoria University of Wellington (http://www.vuw.ac.nz), both of which currently offer a Graduate Diploma in Special Needs Resource Teaching specifically for teachers who have been appointed to RTLB positions.
Courses vary in length; many are taken part-time. Students must, for example, generally complete the requirements for the University of Waikato’s Graduate Diploma in Special Needs Resource Teaching (GradDipSNRT) within four years of first enrolment. 27
Universities also offer a range of other diplomas, certificates or qualifications in the education of students with special teaching needs. Victoria University of Wellington, for example, offers a Diploma in the Education of Students with Special Teaching Needs (Dip ESSTN) and a Higher Certificate in Inclusive Education. Such courses are intended for existing teachers. 29
The University of Waikato similarly offers a Postgraduate Diploma in Special Education, a Postgraduate Diploma in Managing Behaviour in Schools, and a Master of Special Education course.The Postgraduate Diploma in Special Education (PGDipSpEd) and the Master of Special Education are intended to be of interest to teachers in regular (mainstream) and special education settings, Education Ministry personnel, and to staff from voluntary agencies and community services. Both courses can be taken full- or part-time. 32, 33
The University of Auckland offers a similar range of postgraduate courses for teachers of students with special educational needs. For further information, see http://www.ace.ac.nz/progs/ and http://www.ace.ac.nz/progs/special/
Admissions to RTLB courses
To qualify for admission to the Graduate Diploma in Special Needs Resource Teaching (GradDipSNRT) programme offered by the University of Waikato (or to the Postgraduate Diploma in Special Needs Resource Teaching, PGDipSNRT), candidates must have:
The above courses are currently also limited to teachers who have been admitted to the Resource Teachers: Learning and Behaviour (RTLB) Programme. 28
Victoria University of Wellington’s Graduate Diploma in Special Needs Resource Teaching is similarly restricted to teachers who have been appointed to RTLB positions. To qualify for admission, candidates must also:
NO INFORMATION AVAILABLE AT PRESENT.
Curriculum for RTLB courses
The Graduate Diploma in Special Needs Resource Teaching (GradDipSNRT) offered by the University of Waikato includes the following courses:
An Introduction to Students in Context
An Introduction to Classroom Contexts
School and Community Contexts
The four core components of the Graduate Diploma in Special Needs Resource Teaching offered by Victoria University of Wellington are essentially the same (students in contexts; classroom in contexts; school and community contexts; and professional practice portfolio). 30
Curricula for other courses
Victoria University of Wellington offers a range of individual courses for existing teachers which contribute to a range of qualifications such as the Diploma in the Education of Students with Special Teaching Needs (Dip ESSTN) and the Higher Certificate in Inclusive Education. Courses include:
Seven courses need to be successfully completed to achieve the Diploma of Education of Students with Special Teaching Needs (Dip ESSTN). Each individual course usually lasts seven days (three of which usually take place in school holidays; four during the teaching term). 29 Further information is available here.
The University of Waikato’s Postgraduate Diploma in Special Education (PGDipSpEd) includes the compulsory study of a module entitled Motivation and Behaviour: Psychology for Educators, plus a practicum (period of teaching practice) in special education. Students also select optional modules from:
Course options for the Master of Special Education are similar. Students must, in addition, complete a dissertation or thesis. 32
Assessment for Graduate Diplomas in Special Needs Resource Teaching and other diplomas and certificates in inclusive education or special needs teaching is usually internal – by the assessment of assignments. There are no examinations. Certificates are awarded on successful completion of courses and course assignments. 30
As specific courses in the education of students with special educational needs are intended for practising teachers, probationary periods do not apply. For information on probationary periods for beginning teachers qualifying for mainstream education, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream New Zealand Archive.
As specific courses in the education of students with special educational needs are intended for practising teachers, post-qualification induction periods do not usually apply. For information on induction periods for beginning teachers qualifying for mainstream education, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream New Zealand Archive.
See 7.5.7.5.
See 7.5.7.5.
A longitudinal research and professional development programme for schools seeks to identify effective teaching practice for students with special educational needs. Further information on the Enhancing Effective Practice in Special Education (EEPSE) study is available here.
In 2001, a review of the Resource Teacher: Learning and Behaviour (RTLB) service was completed. RTLB began in 1999 to assist schools and teachers to achieve the best learning outcomes for students with moderate special education needs. RTLB completed an annual report at the end of 2001 which asked for information about the schools and students they worked with during the year and the nature of their work. The article detailing the results from the 2001 annual reports and which also provides an overview of the work undertaken by RTLB during that year is available here.
NO INFORMATION AVAILABLE AT PRESENT.