Complex Needs

This project examines the perspectives of experienced teachers in New Zealand schools completing a post-graduate distance-learning qualification in support teaching for students with complex educational needs. Course competencies develop teachers’ evidence-based and interprofessional practice within a broader critical disability studies and childhood studies framework to support an appreciation of equity and inclusion. The research considers how teachers’ perspectives on inclusion and their practice develop through the first year of the course. The project involves a qualitative analysis of survey data and of teachers’ coursework completed throughout the first year of a 2-year course.