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

Journal Publication ResearchOnline@JCU
Gasson, N. Ruth;Burnett, Greg;Sanderson, Lara J.;van der Meer, Jacques
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.

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33

ISBN/ISSN

1360-0508

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Issue

4

Pages Count

20

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Publisher

Taylor & Francis

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DOI

10.1080/09687599.2018.1436042