Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour

Autor/inn/en	Harkness, Fiona Jane; Walker, Joanne; Meyer, Frauke
Titel	Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour
Quelle	In: Australasian Journal of Special and Inclusive Education, 46 (2022) 2, S.138-150 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Frauke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Resource Teachers; Inclusion; Foreign Countries; Language Usage; Faculty Development; Learning Problems; Specialists; Meetings; Questioning Techniques; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Lehrpersonal; Inklusion; Ausland; Sprachgebrauch; Lernproblem; Meeting; Tagung; Befragungstechnik; Fragetechnik; Interviewing; Interviewtechnik; Neuseeland
Abstract	Resource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers' response to the inclusion of students with special learning needs and is key to improving educational outcomes for all learners. We examined the extent to which RTLB in New Zealand used inclusive, strengths-based language in initial meetings with teachers and whether shifts could be made through professional learning and development (PLD). Data collected included audio recordings, transcripts of initial meetings pre- and post-PLD, RTLB reflections on both transcripts, and questionnaires. Results indicate limited use of inclusive, strengths-based language prior to PLD. However, PLD that provided targeted opportunities to reflect on evidence of language behaviour and to practise requisite skills markedly increased RTLB awareness, knowledge, and skills with respect to inclusive, strengths-based language. Findings indicate that change often requires disrupting long-held beliefs and practices and a need for evidence of these to be able to do so. The findings have implications for the type of in-depth PLD needed to facilitate change in the language RTLB use when working with teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01