Abstract

 
 
 
 The Feuerstein approach to the teaching of thinking is highly regarded internationally as an effective programme for vulnerable learners and learners with special educational needs. This paper describes this approach.
 The need for this approach in New Zealand is discussed, including children’s rights to it, and the New Zealand National Curriculum requirements. This is followed by an analysis of how the approach meets international criteria for an effective programme for the teaching of thinking.
 The author’s early New Zealand research on the Feuerstein Instrumental Enrichment programme, to build a strong evidence-base for future use of the approach, is described in some detail, and her current New Zealand research project on best-practice with the inclusive and more whole-school integrated use of the Instrumental Enrichment programme is touched upon.
 Finally, some guidelines are outlined for the effective use of the Feuerstein approach in New Zealand now and in the future.
 
 
 
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