E kore e piri te uku ki te rino: He huarahi hei tautoko i ngā akonga hauā i roto i ngā horopaki reo Māori. The pathways forward in supporting Māori learners with special needs in Māori medium education settings (2016)
Type of ContentTheses / Dissertations
Degree NameDoctor of Philosophy
PublisherUniversity of Canterbury
Kua takoto te manuka The leaf of the manuka tree have been laid down The challenge has been set.
Gaining access to effective and appropriate support for Māori children with special needs in a Māori medium education context is a process that can create many challenges for whānau, educators, support staff and the child. The aim of this study was to gain insight into the following research question ‘me pēhea te tautoko i ngā tamariki hauā i roto i ngā horopaki akoranga reo Māori? How do we best support Māori children with special needs in Māori medium education settings?’ The motivation for this study arose from personal experiences and challenges in raising a child with special needs whose first language is te reo Māori. The study consisted of three phases. The first phase focussed on reviewing current and historical policy and legislation relevant to accessing te reo Māori within educational settings for Māori children, and secondly to all children with special needs in Aotearoa. The second phase of the study examined the approaches employed by early childhood and primary Māori medium educational settings (i.e. settings that use te reo Māori as the language of instruction 80% to 100% of the time), in regards to nurturing and teaching children with special education needs. The study had a particular focus on the approaches towards four children with difficulties in language development and language delay. Data was collected by way of interviews with whānau and educators who provided evidence and reflected on their experiences of gaining support for Māori children with special needs in Māori medium settings. A total of 15 individual and group interviews were conducted with parents, whānau, educators, kaiāwhina and principals who agreed to participate in this research project. The third phase of the study involved analysing these findings and developing a strategic framework with the intent of providing guidance for the Ministry of Education’s Special Education Services, kura and whānau in developing suitable provisions for children with special needs who are educated through the medium of te reo Māori. The key findings reflected the need for and importance of effective resourcing and provision specifically tailored to the needs of Māori children with special needs who are educated within a Māori medium context. An adaptation of the current mainstream model and provision will simply not suffice. It has become apparent to the researcher during this journey that there are other whānau throughout Aotearoa1 who have experienced similar pressures and prejudices in regards to raising a child with special needs through te reo Māori me ōna tikanga.
1 Aotearoa is the original, Māori name for New Zealand and both terms will be used together and interchangeably in this thesis.
RightsAll Rights Reserved
Showing items related by title, author, creator and subject.
Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes Skerrett, M. (University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2010)This review provides a synthesis of the research literature on issues around proficiency in bilingual education and the influences on te reo Māori (the Māori language) proficiency of teachers graduating from initial teacher ...
Pathways to urban health and well-being: measuring and modelling of community services’ in a medium size city Vannier C; Campbell M; Kingham S (PAGEPress Publications, 2020)<jats:p>Social and natural capital are fundamental to people’s wellbeing, often within the context of local community. Developing communities and linking people together provide benefits in terms of mental well-being, ...
In Pursuit of Culturally Responsive Evidence Based Special Education Pathways in Aotearoa New Zealand: Whaia ki te ara tika Macfarlane, Sonja Lee (University of Canterbury. School of Health Sciences, 2012)This thesis seeks to acknowledge the issues and challenges, as well as the opportunities and successes that continue to present for Māori learners accessing special education services in Aotearoa New Zealand. Year after ...
He Konohi Kainukere: An Exploration into the Factors that Encourage Retention in Senior Te Reo Maori Programmes in English Medium Secondary Schools in Waitaha, Canterbury. Clarke, Te Hurinui (University of Canterbury. Māori, Social and Cultural Studies in Education, 2010)During the 1960’s Maori concerned about the state of te reo Maori lobbied the government to have te reo Maori included as a teaching subject in the New Zealand curriculum. In the early 1970’s they reaped the rewards of ...
A study of Māori English with special reference to syllable timing : a comparison of the spoken language of a representetive [sic] sample of Māori and Pākehā recorded in Christchurch. Hardman, Anne Frances (University of Canterbury. Department of Linguistics, 1997)This Thesis examined features of Māori English, and in particular, those which relate to syllable-timing. The focus of the project is on the speech of a representative group of Māori and Pākehā recorded in Christchurch in ...
Wood Drying Condensate Treatment Using a Bio – Trickling Filter with Bark Chips as a Support Medium Kristiono, Arie (University of Canterbury. Chemical and Process Engineering, 2009)The kiln drying of wood produces huge amounts of vapour. The vapour is released to the environment when the process purges some of the saturated hot air. The main environmental issue regarding the use of kiln drying process ...