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Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education

Published online by Cambridge University Press:  26 February 2016

Don Brown ,
Charlotte Thomson ,
Angelika Anderson ,
Dennis W. Moore ,
Joanne Walker ,
Ted Glynn ,
Angus Macfarlane ,
John Medcalf  and
James Ysseldyke
Don Brown*
Affiliation:
Victoria University of Wellington
Charlotte Thomson
Affiliation:
Victoria University of Wellington
Angelika Anderson
Affiliation:
The University of Auckland
Dennis W. Moore*
Affiliation:
The University of Auckland
Joanne Walker
Affiliation:
The University of Auckland
Ted Glynn*
Affiliation:
The University of Waikato
Angus Macfarlane
Affiliation:
The University of Waikato
John Medcalf
Affiliation:
The University of Waikato
James Ysseldyke
Affiliation:
The University of Minnesota
*
Don Brown, Victoria University of Wellington, Wellington New Zealand. Email: don.brown@vuw.ac.nz.
Addresses for: Dennis Moore. University ol Auckland, Auckland New Zealand. Email: dw.moore@auckland.ac.nz
Ted Glynn, University of Waikato, New Zealand. Email: glynn@waikato.ac.nz.
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Abstract

The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 24 , Issue 1 , January 2000 , pp. 5 - 20
Copyright
Copyright © The Australian Association of Special Education 2000

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