How can M�ori learners with special needs have their needs met in a culturally appropriate, effective way? What challenges exist and how can they be met? A multimethod approach was used to answer these questions, including the development and trial of a cultural audit. Findings revealed that M�ori learners with special needs were not being adequately provided for. Special education provisions need to be based on M�ori perspectives of special needs and incorporate M�ori concepts, knowledge, skills, attitudes, ...
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How can M�ori learners with special needs have their needs met in a culturally appropriate, effective way? What challenges exist and how can they be met? A multimethod approach was used to answer these questions, including the development and trial of a cultural audit. Findings revealed that M�ori learners with special needs were not being adequately provided for. Special education provisions need to be based on M�ori perspectives of special needs and incorporate M�ori concepts, knowledge, skills, attitudes, language, customs, values and beliefs; focus on areas of importance, concern and benefit to M�ori; involve and empower parents, family, the M�ori community and the learners themselves; be of a high quality; accessible; result in equitable outcomes for M�ori learners; and be delivered by people with the required personal, professional and cultural expertise. The cultural audit was seen as an effective means of improving programs and services for Maori learners with special needs. However, to achieve long-term, widespread improvement, genuine power sharing and societal-level changes in the ideologies, systems and circumstances that disadvantage M�ori are needed.
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