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Wellington, NZ
Wednesday, January 16, 2019
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Are we failing our students with learning differences?

GUY POPE-MAYELL says the recent Select Committee Inquiry [into the identification and support for students with the significant challenges of dyslexia, dyspraxia and autism spectrum disorders in primary and secondary schools] provided a chilling insight into the problems that students with learning differences can face. He outlines some of the issues and potential solutions.

Turning rhetoric into reality

Dr Louise Tapper and Tracy Riley believe that gifted and talented education professional learning, support and development at both pre-service and in-service levels needs to be increased.

More funding needed for all schools to become fully inclusive

An Education Review Office report released yesterday revealed that New Zealand schools are becoming more inclusive. The findings have been welcomed by the sector however some groups say more funding is needed to support students with special needs, so that all schools can become fully inclusive.

Enrichment or acceleration or both? How to best provide for gifted students

The research shows the enrichment classes are not enough to cater for gifted students. What should schools be doing instead? JUDE BARBACK investigates.

For your literacy concerns, call an Auny Lit

JANET HUNTER explores the ins and outs of the Resource Teacher: Literacy service and how it can make a real difference to students’ literacy learning.

The Salisbury story

When Judge Dobson overruled the Ministry of Education’s decision to close Salisbury School, many were relieved. But the threat of closure has cast a question mark over the future of special education in New Zealand.

Secret agent society

An Australian PhD study that trialled a programme to help children with Asperger’s Syndrome is fast becoming an international phenomenon.

Walking the talk

In order to truly provide inclusive education and raise student achievement for every child, ANNE RUSSELL believes a school’s Special Education Needs Co-ordinator (SENCO) should be part of the school’s leadership team.

Outside the mainstream

KEREN BROOKING draws lessons from two research projects with two very different groups of difficult-to-teach students.

Outside the mainstream

KEREN BROOKING draws lessons from two research projects with two very different groups of difficult-to-teach students.
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