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This article shows that generating ngā ara whakamihi (praise pathways) through a context of praise enabled Māori students to feel safe and supported, both culturally and educationally, and that they were able to assimilate and then integrate the meaning of teacher praise.
What approach might be helpful in identifying culturally appropriate means of catering for Māori learners with special needs? This article reports ongoing research to develop and trial a cultural audit process. Reprinted from Special Education, set special, 1999.