Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of…

In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of…

This article provides an insight into the educational needs, experiences and school support for deaf high school students attending a mainstream school, from the perspectives of the deaf students themselves, their teachers and support staff. Themes emerged from interviews with the students and staff around learning, communication, school culture…

The purpose of this study was to seek understanding of the experience of those who support students with high needs in regular classes. Seven teacher aides were interviewed, with the interview and data analysis guided by Heideggerian phenomenology. The findings reveal that teacher aides are unprepared for the responsibility or the relationship…

The Ministry of Education's policy, "Special Education 2000" (SE 2000) was intended to promote a model that ensured all students received an education that involved successful experiences (Ministry of Education, 1996). Students with Asperger Syndrome (AS) often have difficulty adapting to and achieving these successful experiences in…