The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

The effectiveness of word-processing as a supplementary written language intervention was examined in a sample of 14 children with mild intellectual disability. The children were enrolled in two special classes in an Auckland primary school. The study was initiated in the senior classroom (age-range 9–11 years), where a personal computer had been installed. In the initial week the children were taught to use a word-processing package, and for the next eight weeks, the children used the computer for daily writing activities. The computer was then shifted to the junior classroom (age-range 6–8 years), and after an initial 1-week period of learning to use the computer/software, the children used the computer for daily writing activities for the next four weeks. Samples of the children’s writing were collected over a 16-week period immediately prior to the introduction of the computer and immediately following the completion of the computer writing period. Each of the samples was subsequently rated on eight qualitative categories. Both classes showed significant improvements in the “organisation” of their writing, and the senior class also showed an increase in their “authority” as authors. The results suggest that use of a word-processing package can help to facilitate the written language development of children with mild intellectual disability

Schools today are faced with an increase in problem behavior. Behavioral challenges often take extreme forms such as violence and aggression toward teachers and students. Even minor behaviors such as non-compliance are becoming chronic to the point of limiting educator’s ability to effectively teach. For a myriad of reasons, traditional “discipline” procedures are not effective in re-directing students toward more appropriate behavior. This article outlines and describes features of an alternative model that encourages educators to move from a reactive, consequent based system of behavior management to a pro-active instructionally focused system. Examples from on-going research with schools who are currently implementing systems of Effective Behavioral Support (EBS) are also provided.

The strategies that teachers of young children use to deal with problem behaviour in their classrooms were investigated. Teachers of Kindergarten, Year 1 and Year 2 classes in a sample of schools in western Sydney completed a questionnaire that provided information on teacher, class, school and community characteristics as well as their frequency of use of a range of strategies. Teachers reported use of a wide range of strategies with a preference for positive approaches. There was no relationship between the strategies teachers reported using and most teacher, class, school and community variables. The implications of these findings for inservicing and support to teachers are discussed.

We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K-3 and special education teachers) focused on implementing a school-based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in-class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.

This study compared the prelinguistic communicative behaviors of a boy with developmental delay (aged three years and three months) during structured and low structured interactions with his teacher. Using a videotaped analysis procedure developed by Tait and Wood (1987) four variables (eye contact to the speaker, eye contact to the referent, initiation and turntaking) were investigated. The analysis showed that, in the low structured condition, there was a greater degree of engagement, as measured by increased eye contact overall. More particularly, in this condition there was a greater percentage of eye contact to the referent. In addition to this, the participant took a greater percentage of the conversational turns offered to him by the adult in the low structured condition, although there was no difference between the types of turns taken (vocal, gestural and eye contact). The implications of these results for assessment and intervention are discussed.

There is mounting evidence to support the belief that not all students learn to spell by immersion in reading and writing alone. The intervention to teach spelling described in this paper combines the direct instruction in the study of words together with the use of spelling in an integrated language system. Students in a regular classroom were categorised into three groups (good spellers; average spellers and poor spellers including those identified as average to good readers). Specific areas explored included students’ attitudes, knowledge and spelling ability in isolation and in context. Results suggested the intervention was effective for all students, especially in terms of their knowledge about the language system, strategies and their own spelling misconceptions.

I live and work in the beautiful city of Portland, Oregon. I realize that some of you may not know exactly where Oregon is. When I lived for a year in England, most of the people I met thought Oregon was somewhere in the middle of the U.S. like the other “O” states – Oklahoma and Ohio. However, when I told my English friends that Oregon was the state immediately north of California, they knew exactly where it was. Everyone, it seems, knows where California is: Hollywood, surfers, Disneyland, etc.