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Edited by Joce Nuttall
The only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand’s groundbreaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pasifika perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whariki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike.
This book is written for teachers of young children aged from 5 to 12 years in primary schools who want to support students’ English vocabulary.
Winner, Best Resource in Higher Education, 2015 CLNZ Education Award
Finalist, Kōrero Pono / Non Fiction, Ngā Kupu Ora Aotearoa Māori Book Awards 2016
Who are Māori children with special education needs? Why would working with them be any different to working with other children with special education needs? Why is this a highly important job—he mahi whakahirahira? This book provides essential information for those striving to provide culturally responsive, effective education for Māori children.
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.
This book also 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.
Each chapter includes study questions.
This two-volume book is about goal setting, making plans to write, the skills of writing, and the joys of writing—more or less in that sequence.