Reflective Entry 4

 

Research Question:

Will the use of targeted assistive technology empower my students with Special Education needs to manage themselves and work collaboratively with their peers in their Yr 5 class

The Special Education  Māori strategy uses the imagery of a meeting house (wharenui) to explain how Service Provision for Māori can be facilitated within the context of Special Education and in a way that meets the needs of those Māori clients who wish to avail themselves of such an option.

The Ministry of Education has identified the need to further explore the use of Virtual Learning Environments particularly in the context of te Reo Māori and kaupapa Māori education. 

Successful learning for ākonga Māori is founded on language, culture, and values. It builds on what we know to be an effective curriculum and pedagogy in that cultural context. e-Learning approaches that are successful for Māori students work "within a Māori framework that emphasises and values" (NZCER, 2004 ).

• For my students, I would like to create learning environments that are fit for purpose in the 21st century, which allow diverse learners with more opportunities to stay engaged and achieve. 

• Have high expectations for every learner I work with, irrespective of their needs of the culture. 

• Know my students and apply that knowledge of their background, identity, language, diversity and culture into what and how I teach, so they can "...participate in engaging, inclusive, and culturally responsive teaching and learning environments..."

The development of digital technologies means student interactions with kaiako and ākonga no longer need to be limited to verbal and written forms. Using student's voice can progress the concept of ako, supporting teaching and learning relationships where the kaiako and ākonga share in the learning experience.

Identity, language and culture

“Māori children and students are more likely to achieve when they see themselves, their whānau , hapū and iwi reflected in the teaching content and environment, and are able to be ‘Māori’ in all learning contexts.”

To encourage participation and achievement for Pasifika students,  Tapasā was developed – a competency framework for teachers of Pasifika children and young people. 

Working with Māori Children with Special Education Needs emphasises the importance of learning from the past and listening to Māori children, their parents and wider whānau. It explores the key components of culturally responsive, evidence-based, special education practice; it describes holistic and inclusive responses to educating all tamariki, especially those with identified special education needs; and it discusses a paradigm for Māori disability identity—whānau hauā.

In her book, Special abilities: A Mäori perspective, Jill Bevan-Brown features specific categorial studies, outlining Māori concepts and advising professionals. The studies explore the needs of deaf children and their whānau; outline general, educational and cultural barriers for Māori who are vision-impaired or blind; and discuss physical disability, intellectual disability, autism spectrum disorder, and giftedness from a Māori perspective. This book then considers ways that teachers and whānau can capitalise on their respective strengths and knowledge in order to take joint responsibility for students’ learning and behaviour.

Research shows that these strategies are effective with all students regardless of ethnicity. They are certainly evident in the literature on teaching students with special education needs. In respect to culture, successful teachers were identified as having ‘a good knowledge and understanding of and empathy with the cultural worlds of their students’ (Hill & Hawk, 2000, p. 15). They pronounced Mäori and Pasifika names and words correctly and used Mäori and Pasifika words and concepts in their teaching. They also seated students who spoke the same language together so they could help each other. 

The messages clearly indicate that parents and whänau: 

• Believe cultural input is important in the education of their child with special education needs 

• Want to be consulted, involved and empowered in their child’s education 

• Want teachers who care about their child and have high expectations of them 

• Want skilful teachers who can deliver a high-quality programme. 

In Jill Bevan Brown's ASD study, parents were asked about teaching approaches that had been successful with their children. A wide range of approaches was described but the top seven were: 

• preparation/transition activities 

• visual strategies 

• activities involving music and rhythm

• firmness and perseverance 

• use of digital technology 

• one-on-one assistance and

• social scripts.

I use all of these strategies with my students with diverse needs.

The literature on e-Learning in kaupapa Māori environments was scarce. However, the literature that I found identified the following themes: 

1. Cultural practices and e-Learning Literature relating to e-Learning and kaupapa Māori environments highlights the importance of incorporating Māori cultural practices into e-Learning. In particular, the literature suggests the inclusion of these practices, such as whakawhānaungatanga may facilitate better student engagement with the e-Learning process.

2. Te Reo Māori and e-Learning -The lack of understanding and knowledge about kaupapa Māori and e-Learning extends to an understanding about the place and purpose of te Reo Māori in e-Learning settings. 

3. Resourcing Access to appropriate resources for kaupapa Māori settings was a constant theme in the literature. It identified that teachers in kaupapa Māori settings were often having to develop or translate resources to ensure their suitability for the kaupapa Māori teaching and learning environment. Equally, the literature identified the importance of ensuring professional development for teachers to ensure greater use and understanding of new e-tools. 

4. Barriers that the literature noted were an over-emphasis on content development as the centre of practice and under-emphasis on context and learner experience – in particular, the impact of cost-effectiveness on e-Learning, where a ‘one-size-fits-all’ approach often resulted in a lack of consideration for kaupapa Māori learning environments. 

E-learning within the Māori community is seen as a ‘leveller’ and, in particular, a way to enable learning to take place for Māori communities in remote areas. (Ham and Wenmoth, 2007, p. 60)

I think that the following two principles of Kaupapa Māori apply well to my students.

• Tino Rangatiratanga - The Principle of Self-determination 

• Ata - The Principle of Growing Respectful Relationships

I would like to see my “Students with special needs learn and grow in an environment where their needs are individually catered for in a supportive educational learning space."

References

Bevan-Brown, J. (1993). Special abilities: A Mäori perspective. Unpublished master’s thesis, Massey University, Palmerston North, Aotearoa/New Zealand.

Bevan-Brown, J. (2004). Mäori perspectives of autistic spectrum disorder. Wellington, New Zealand: Ministry of Education, Research Division

Bevan-Brown, J. (2002). Culturally appropriate, effective provision for Mäori learners with special needs: He waka tino whakarawea. Unpublished PhD thesis, Massey University, Palmerston North, Aotearoa/New Zealand.

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: Experiences of Year 9 and 10 Māori students in mainstream classrooms (Final report to the Ministry of Education). Wellington: Ministry of Education. 

Ham, V., & Wenmoth, D. (2007). Evaluation of the E-Learning Collaborative Development Fund. (Final Report to Tertiary Education Commission). Wellington: Tertiary Education Commission

Principles of Kaupapa Māori Rangahau.(n.d.).Principles of Kaupapa Māori. http://www.rangahau.co.nz/research-idea/27