Abstract
Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work in regular schools to help facilitate the presence, participation and learning of students who experience difficulties with learning and behaviour. In focusing upon the RTLB principle of a ‘collaborative and seamless model of service’ (Ministry of Education, 2012a), this article examines the theory and evidence that underpins this principle, drawing upon research from overseas and New Zealand. In order to critique the RTLB principle of collaborative consultation in practice, a project undertaken by the authors involving the transition of students from two special classes to a mainstream context is discussed. This discussion reflects on the importance of RTLB working in a collaborative consultation model with school management and staff, the students, parents/whanau and the Ministry of Education, Special Education (MOE:SE) in order to enable positive outcomes for all those involved.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.