Supporting inclusive teaching practices: An investigation into consultant special educator use of the collaborative problem-solving model

Abstract

The RTLB service was established as part of the SE2000 policy to provide a “world class inclusive education system” within a decade. They were envisaged as change agents who would build school and teacher capability to achieve successful outcomes for learners. As National Director of the RTLB training programme, I was interested to explore if and how RTLB used an inclusive, collaborative problemsolving process in the field to improve complex problem situations. Many RTLB had previously been employed in traditional special education roles focused on working with students directly rather than consulting and supporting teachers to improve their practices for students experiencing learning and/or behavioural difficulties. Consultation has a considerable research base in disciplines such as school psychology, counselling and business but less research exists related to teacher consultation (Friend, 2008). Previous researchers noted that relatively little is known about the variables that influence the implementation of interventions developed within consultation, the characteristics of effective problem solvers within this context or the micro-processes in changing teacher beliefs and practices. My research involved two studies: Study 1 (contrasting retrospective cases) and Study 2 (collaborative current cases). Data in the first study were provided by RTLB, teachers and senior school leaders. Study 2 was designed to address a gap in New Zealand research by exploring and analysing data on the actual practice of a group of RTLB working alongside regular classroom teachers to resolve complex problem situations. Taping key meetings was the least intrusive method of following the collaborative process and enabled reflections by RTLB and teachers to be shared with me. Findings suggest that RTLB were able to use the CPS model to foster inclusive practices in these settings. Reflections and analysis of transcripts illustrate RTLB professional learning of the characteristics applied in school contexts. This in turn had an impact on teacher and RTLB professional learning and practices. Using CPS provided more opportunities to develop a partnership and maintain relationships where RTLB and teachers could respond more quickly and jointly to issues as they arose. Examination of the process also enabled the identification of factors that facilitated and those that impeded the use of collaborative problem solving in fostering teacher capability and inclusive practice. Thesis findings demonstrating effective RTLB practice has implications for further professional development and direct relevance for the current Ministry of Education Success for All-Every School, Every Child plan to achieve an education system that is fully inclusive by 2014.