Vol. 24 No. 1 (2023)

Vol 24 Iss 1

• Editorial

  Mike Sleeman

  i-ii

  • PDF

• The rights of disabled ākonga: Bridging the gap between law and practice

  Nicola Leete

  1-18

  • PDF

• Valuing, growing and retaining Pacific leaders and teachers

  Violet Highley

  19-32

  • PDF

• The implications of a non-inclusive education for children and young people with autism

  Fiona Mitchell

  33-42

  • PDF

• Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

  Paul Christopher Burland, Mike Sleeman

  43-56

  • PDF

• Engaging potential: Using the UDL principle of engagement to motivate year 7-8 learners with autism in writing tasks

  Suzanne Smith

  57-70

  • PDF

• Mauri tui tuia: Dance movement therapist, music therapist, and early childhood teachers’ collaborative bi-cultural response to community trauma

  Jan Mcconnell, Daphne Rickson, Katie Pureti

  71-85

  • PDF

• Reimagining education with Rebekah Corlett: A whānau perspective on partnership and inclusion

  Rebekah Corlett

  86-90

  • PDF
  • Watch

• A conversation with Jean Annan – Author of 7 Dimensions: Children’s Emotional Well-being

  Jean Annan

  91-92

  • PDF
  • Watch