Abstract:
This study examined the application of a collaborative consultation model of special education service delivery in New Zealand focused on the work of school advisers known as: Resource Teachers Learning and Behaviour (RTLB). The aim of the research was to acquire valid data to inform special education practice in general, and RTLB practice in particular, about the effectiveness of the consultation model. The research explored and documented the specific contexts and practices of a sample of RTLB and the impact of these practices on the teachers and students with whom they worked. The study was conducted within an interpretivist/qualitative paradigm, employing case study methodology, document analysis and semi-structured interview data gathering methods.
The study was carried out in two phases. In Phase I sections of the practice portfolios submitted by a group of RTLB for the final assessment of their training programme were analysed. Phase II of the study consisted of an in-depth analysis of the work of six experienced RTLB, through semi-structured interviews with those RTLB and with a sample of teachers with whom they worked.
Triangulation of subjects, methods and data sources revealed that a collaborative consultation model is both viable in a New Zealand context and effective in bringing about improved academic and social outcomes for students. The RTLB were committed and enthusiastic about the model and the teachers expressed high levels of satisfaction, reporting that working in this way assisted them to develop new skills and strategies which they incorporated into their teaching repertoires. Findings suggest that a critical factor in the success of the model is the relationships formed between the RTLB and the teacher. The study demonstrates the important contribution of qualitative research to the collaborative consultation literature.
