Enhancing Effective Practice in Special Education

Introduction

The Enhancing Effective Practice in Special Education (EEPiSE) project was part of a broader Ministry policy focus on effective teaching to meet the diverse needs of all learners. Specifically, the project aimed to develop teacher knowledge and share ideas on how to support learners who require significant adaptation to the curriculum content in regular schools, school-based classes for students with special education needs, kura kaupapa Māori and special schools.

Major purposes of this project

The major purposes of the EEPiSE project were to:

• Evaluate the major attributes of effectiveness of current teaching practice and pedagogy that promote positive educational outcomes in each of the four educational settings;
• Identify and examine innovation, excellence and effective practice models in different educational settings, and foster evidence-based practice;
• Develop the most effective ways of enhancing teacher and school ability to improve student learning, social and cultural outcomes;
• Develop effective ways of creating communities of professional learning by collaboration and networking within and amongst schools.

The project included a literature review; a pilot study; and a programme of longitudinal research, professional learning and development, involving 49 schools across the country (maps showing the location of these schools can be downloaded at the bottom of this page).

Summary of programme, 2004 - 2006

Literature review

A literature review was carried out by the Donald Beasley Institute in 2004. Copies of the final draft report are available from Joanna Curzon, Team Leader Research, Professional Practice on Joanna.curzon@minedu.govt.nz .

Pilot study

A pilot study during Terms 2 and 3 of 2004 involved a sample of 25 New Zealand schools across all four settings - regular schools, school based classes for students with special education needs, special schools and kura kaupapa Māori.

The selected schools worked alongside researchers to share and identify characteristics of effective practice, focusing on students' learning, social and cultural outcomes. Schools were given the opportunity to participate in focus group discussions and to share their knowledge about effective practices.

Please click on the link for the initial findings from the Pilot study. Initial findings from the Pilot study

The literature review and pilot study strongly suggested that teachers need up to date knowledge and ongoing support to improve students' learning outcomes. The importance of the role of leadership was also identified as being vital in developing a culture of acceptance and increased participation of these learners. The relationship between whānau and the school was seen as the key ingredient for enhancing learning, social and cultural outcomes for all students in the kura kaupapa Māori settings.

In terms of professional development, teachers emphasised the need for professional learning to be situated within the context of their school for it to be effective and sustainable. They also identified five key characteristics for effective professional development and learning. They were:

• Professional learning opportunities must be based on immediate needs and build upon existing knowledge.
• Teachers become facilitators and begin owning the process of professional learning and development.
• Support to meet the needs of diverse learners is required.
• Support for teachers needs to be built into school wide planning for raising student achievement.
• Collaborative planning leads to goals that require ongoing monitoring, adaptation and review.

Recent work undertaken by Helen Timperley and other initiatives in New Zealand and overseas have shown that the most effective professional learning occurs when it is connected to teachers' work in the classroom and derived from collaborative knowledge-sharing among educators.

Action research and action learning

Using the findings from the literature review and pilot study, during 2005 and the first half of 2006 the focus was on identifying, exploring and supporting pedagogy and practices which are most effective in maximising learning, social and cultural outcomes for students with special educational needs who require significant adaptation to the curriculum. Schools chose to take part in one of the following options:

• Developing professional learning communities (professional development) involved 24 schools around the country. Nominated Ministry of Education, Special Education (GSE) district staff worked with these schools to enhance their existing skills and knowledge in supporting students as defined above. This was done through: reflecting on existing practices; providing theoretical and practical evidence based information as required; collecting, analysing and using data; and examining ways to sustain and enhance ongoing professional learning within and across schools i.e. fostering professional learning communities.
• Action research, professional learning and development, involved seven schools from the pilot study, plus 16 new schools and two kura kaupapa Māori. Four research teams (from three different universities and Poutama Pounamu Education Research and Development Centre) facilitated the action research with educators in these 25 schools to identify and evaluate effective practices. They explored the professional learning opportunities required to meet the needs of students as defined above and examined ways to sustain and enhance ongoing learning.

The central questions were "How do I, as a teacher, recognise the impact of my teaching on student learning, social and cultural outcomes?" and "What changes do I need to make to my teaching to improve these student outcomes?"

Resources

A set of Springboards to Practice, a resource for all educators was developed around the seven key themes (bullying, friendship, social, self-identity, teaching, learning and belonging) identified in the literature review. The resource is aimed at guiding practitioners to engage in evidence based practices. It not only informs them of existing research on what works for children and young people through their schooling, but also allows practitioners to contribute to and share evidence of effective teaching and learning from their own practices.

In June 2006, many schools took part in a series of regional symposia which marked the formal conclusion of the EEPiSE programme. A special issue of Kairaranga, the journal of education practice, brings together an array of articles based on schools' presentations, alongside accounts from the keynote speakers and EEPiSE project team. For the first time, it also includes a DVD of some of the thought-provoking presentations from the symposia.

Please contact Joanna Curzon 04 463 8260, if you would like copies of either or both resources (Springboards to Practice and the Kairaranga special issue) - for you, your staff, schools you are supporting, and anyone else you think would be interested in the outcomes from EEPiSE. Further information on the Kairaranga journal is available on this website.

Contact information

The EEPiSE project sits within the suite of research initiatives co-ordinated by the Ministry of Education, Special Education. Contact Joanna Curzon, Team Leader: Research, Professional Practice, for further information.