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Interprofessional Practice - RTLB

A detailed description of the RTLB service collated from data collected from a wide range of interviews from within the profession.
by

Teena Vincent

on 23 April 2015

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Transcript of Interprofessional Practice - RTLB

Interprofessional Practice
RTLB - Specialist Endorsement Area
CORE Assignment 2

Interprofessional Practice
Interviewee source information for Domain 1 collected from…
Professional Learning and Identity
Demonstrate knowledge and skills of digital literacy and social learning networks for professional learning.
Knowledge
Relationships
Student/Whanau
RTLB’s with an experience range of:
2-20 years.

Interviewee information collated from…
- ex-classroom teachers
- current Cluster Manager
- ex Senior Teachers
- ex Deputy Principal
- psychologists
- ex GLU teachers

Interviewees' Gender:
- Predominantly female

At least 6 of the interviewees had previous experience working specifically with students with special needs outside of their RTLB role.

Geographical locations ranging from:
- Cluster 2, 7, 9, 12, 13 (x’s 2), 32, 33 (x’s 2), 39

Interviewee Ethnicity included:
- Predominantly European.
- Fijian
- Māori
- South African
- Indian
- Samoan

Most of the experience of the interviewees was accumulated mainly from the Primary Sector but interviewees currently working as RTLB work with students who range in age from Y1-10 (including some Yr. 11 ex SLS students).
"Where am I on this journey of professional learning & identity development?"
Demonstrate knowledge and skills of wellbeing approaches for professional learning.
Work - Life Balance
RTLB 10 Step Process
1. Referral
2. Initial meeting
3. Data gathering
4. Analysis
5. Goal setting
6. Planning
7. Intervention/implementation
8. Monitoring
9.Post data gathering/follow up
10.Reflection, review, and closure
.

Official RTLB logo:
based on the famous proverb below.

“He taonga rongonui, te aroha ki te
tangata.”

“Goodwill towards others
is a precious gift.”
Understand...
what Communities of Practice are available.
the importance of sharing ideas.
e-mail.
text/social networking.
phone/smart phones.
collective responsibility and the need for consistent effective communication to build relationships.
digital citizenship and netiquette.
"Nau te rourou, nuku te rourou. Ka ora ai te iwi."
"With your food basket and mine, there will be ample. Let each contribute."
Understand:
CoPS – Etienne Wenger
how to take notes on iPad/tablet/PC/Mac
how to turn paper to digital
power points in order to create presentations
new advancements and how to use the latest assistive technologies
the possibilities and potential of ICT
interactive whiteboards
software
Tony Attwood and Sue Larkey
NZRTLB Association Website
NZCER Readings
Google Docs
down the back of the chair
online learning
J. Hattie and H.Timperley- Feedback
laptops – IT skills
ePortfolios, e-books, online libraries, databases
“Me mahi tahi tatou mo te oranga o te katoa.”
"We all benefit when we work together."
Understand:
Assistive Technology applications.
digital camera for social stories.
iPads/tablets.
Facebook/blogs.
Special Education.
App’s for learning.
Fonetik.
WordQ and SpeakQ.
It's in your hands...
Relationships
Family comes first – ensure regular, quality time.
Actively monitor work-life balance, maintain sustainable pace.
Listen to the good advice from others.
Share problems/concerns with peers/colleagues.
Develop and build on positive relationships with
others.
Make time for laughter and humour.
Make and enjoy time with friends.
Aim to reach self-actualisation.
Be open and honest.
Positive self-talk.
Quality not quantity.
Don’t be afraid to say “No!”
Knowledge of…
Communities of Practice, collegiality, peer-supervision and collaboration strategies that are available to you.
how to maximise time-management and prioritise.
how to effectively self-reflect.
the importance of who “owns the problem.”
relaxation and de-stress strategies/hobbies/interests to help you prevent “burn out.”
how to create SMART Goals.
Hauora – and the ability to meet yours and others’ family/social, physical, emotional/mental and spiritual well being.

Durie's Te Whare Tapa Whā
"He oranga ngakau, he pikinga waiora."
"Positive feelings in your heart will enhance your sense of self-worth."
Student/Whanau
Plan and keep a diary and adhere to time-management, schedules/time-frames and deadlines.
Leave work at work where possible.
Prevent burn-out as this has impact on the students on our caseload and their families.
Be realistic about what you can do.
Don’t make assumptions.
Adhere to culturally and ethically safe principles and practices.
Demonstrate knowledge and
skills of academic learning.
Mentoring Teachers.
RTLBs as agents of change.
Should reflect ‘all’ worlds not just a mono-cultural world.
Skills of interpersonal communication.
Be reflective – collaborate with others to effectively implement interventions.
Supervision – challenges thinking and practice – through dialogue – open and confidential.
Tuakana teina.
Role model – ‘walk the talk’.
Relationships
Knowledge of…
Cluster goals – build on academic learning / research / professional readings/ pedagogy.
Te Ao Māori.
Culturally appropriate practice for Māori ākonga.
How to listen to and embrace new perspectives.
Quick 60.
Learning and Behaviour Experts.
Sue Larkey.
Bill Rogers.
Gerald Gordon.
Russell Bishop.
Marie Clay.
McGrath / Noble.
Experts in creating cultural overlay for PB4L.
Angus Macfarlane.
Mere Berryman.
George Sugai/Tim Lewis.
Christine Richmond.
Webster-Smith.
Evidence-based practice.
A.P.A referencing.
"Ko te manu e kai ana i te miro, nona te ngahere.
Ko te manu e kai ana i te matauranga, nona te ao."
"The bird that partakes of the miro berry reigns in the forest.
The bird that partakes of the power of knowledge has access to the world."
Akonga/Whanau
Being self-motivated to discover new evidence-based ways to help ākonga.
Engage in Te Ao Māori to support tamariki.
CoPs – Self-direct learning/PD on a needs base which is relevant to ākonga.
Deliver professional development in kura/schools to support ākonga.

Contextual Practice
"How can I improve competence in contextualising my practice?"
Cultural Responsiveness and Effective Practice
"How can I improve competence as a culturally responsive practitioner?"
"We are all related as human beings. We all come from the one source. When we Hongi we become one and link in. We are a part of the oneness of everything that exists. The aroha and respect that flows as we honour each other with the connections made. If we desire to improve our competence as culturally responsive practitioners then we also need to link in, become one, honour, love and respect each other so those connections can be made." Pere, R.T.R (2007)
By understanding multiculturalism, diverse cultural groups and acknowledging these groups.
Demonstrate an understanding of the concept and role of culture.

Reflect on own cultural values, practices & beliefs.
Demonstrate an understanding of
the concepts of biculturalism and multiculturalism.
recognise, value and respond to the needs of Māori through the RTLB being able to incorporate within their practice the competencies articulated within “Tātaiako – cultural competencies for teachers of Māori learners”.

recognise, value and respond to the needs of Pasifika learners.

ensure culture and identity are acknowledged and valued and shape the work of RTLB.
(RTLB Toolkit, 2011)
Wānanga
Whānaungatanga
Manaakitanga
Ako
Tangata
Whenuatanga
Through building and developing strong, positive relationships with whānau and the community so that they can be involved in the decision making process to improve achievement for Māori students.

By understanding and respecting the culture, values and beliefs of Māori and acknowledging the role and place of the Treaty of Waitangi in the RTLB practice.
More importantly it is acknowledging that this nation was built on a bicultural foundation and that Māori are tāngata whenua.
Te Tiriti o Waitangi
Culturally responsive RTLB work together as one, making connections and ensuring that the student comes first.
Ko ngā tamariki te pūtake o te kaupapa
WHĀNAU
(Immediate/Extended family)
WHĀNAUNGA
(Relatives)
WHAKAWHĀNAUNGA
(Interconnectedness and interdependence of all stakeholders)
WHAKAWHĀNAUNGATANGA
(Making connections)
AU
(I/Me)
This model highlights the centrality of whānau to the individual and shows how the individual is a part of a bigger system.
Ethical and Reflective Practice
"How can I improve competence as an ethical and reflective practitioner?"
Demonstrate knowledge
and skills in becoming
an ethical and
reflective practitioner.
The MoE RTLB Toolkit walks alongside every New Zealand RTLB and this shapes and guides their knowledge and practice. It states that RTLB interventions and support achieve change through:
effective teaching and practice that respond to the context.
excellent knowledge of effective teaching.
a commitment to inclusive education.
a commitment to achievement for all.
working alongside others to provide practical support and advice.
adhering to the principles of RTLB practice.
following the sequence of RTLB practice.
keeping students’ needs and achievement at the centre of any service provided.
Ethical Practice: RTLB are guided by-
Relationships
Collaboration with all stakeholders.
RTLB use effective and appropriate communication styles, open communication is the key.
Value diversity, professionalism.
Professional interactions underpinned by: honesty, sensitivity, integrity, reliability, confidentiality, accountability as well as non-judgemental, inclusive, transparent, culturally sensitive and responsive practices.
Code of Ethics principles:
- Autonomy: to treat people with rights that are to be honoured and
defended
- Justice: to share power and prevent the abuse of power.
- Responsible Care: to do good and minimize the harm to others.
- Truth: to be honest with others and self.
Knowledge
Code of Ethics for Registered Teachers from the NZ Teachers Council.
Teacher Registration criteria.
Children, Young Persons and their Families Act, 1989.
RTLB Toolkit, MoE, 10 Step RTLB process.
Seven guiding principles of RTLB: inclusive, culturally responsive, ecological approach, collaborative and seamless, strengths based, reflective, evidenced based.
Appraisal requirements.
SE 2000.
Ka Hikitia, Treaty Of Waitangi, Pasifika Education plan,Tātaiako.
NZEI Code of Ethics.
Cluster policies and procedures.
UN Convention on the Rights of the Child.
1993 Human Rights Act.
Geneva convention, Education Act 1989
"Ngaātapuae o mua, moōmuri."
"The footsteps of the past, informing the future."
"Ma te mohio ka marama."
"Through knowledge there is understanding."
Demonstrate knowledge and skills in using the code of ethical practice for various Teaching Areas (E.g. Teachers' Code).
"Ehara koe i te ringa huti punga."
"Knowing where you’re going is one thing, being clear about
what it will take to get there is another."  
Reflective Practice: RTLB are guided by-
Kolb (1984) explores the notion of reflection being a cyclic and on-going process. His diagram (above) shows four distinctive and transitional phases that comprise the reflection cycle.


The effectiveness of outcomes for:
students, families and school community.
 Use Cluster CoP, Practice Leader, Cluster
Manager, peer support.
 Professional supervision.
 Formal and informal appraisal procedures.
 Collaboration and consultation with colleagues.
Relationships
Knowledge
RTLB toolkit: Reflective practice is the sixth principle.
For every intervention the RTLB will keep records of each step. To ensure continuous reflection and ensure fidelity.
Need for reflection to ensure:
Policy of ‘do no harm’.
Ensure all voices are heard.
Maximise strengths and build weaknesses.
Evaluate established theory and practice.
Identify performance gaps.
Complete appraisal requirements.
Follow the case evaluation structure.
RTLB evaluate:
The effectiveness of outcomes for students, families and school community.
Student and family voice
of the RTLB service via the case
evaluation form.
Student / Whanau
The diagram below, Te Pūtake o Aoraki, (Macfarlane, 2011)  highlights how Māori cultural perspectives are able to inform the process of reflection - the importance of looking back...drawing from the past, so as to inform the future.
Holm (2000) asks us to reflect on the following question:
 
“How do you know that what you do and how you do it really works?”
Critically review historical perspectives on special education & inclusive education,
disability & diversity.
Demonstrate knowledge of human development and learning theories.
Consult and collaborate on interprofessional implications of theories and learning development.
Consultation
Collaboration
Relationships
RTLB enable teachers by...

taking small steps to empower teachers to address children’s needs.
providing evidence-based alternatives examples
modeling best practice.
ensuring flexibility when supporting non-inclusive teachers.
building on teachers’ strengths to enable effective and positive classroom environment.

RTLB believe strongly in and promote
equality and equity for all.
Knowledge
Positive (strength-based) collaboration through clear designated roles and expectations within the team involved with the child.
Keep all team members in the loop (clear and regular communication), and collaboratively create Individual Learning/Behaviour Plans.
Listen/whakarongo (reading between the lines: being able to hear what’s implicitly said).
Getting to know the parents, to get to know the child.
Relationships should be non-judgemental, honest, respectful and confidential.
Have a holistic approach to gather historical data on the child (whānau, community, other agencies, school staff).
Knowledge and understanding of learning, behaviour and human development theories and perspectives that influence and match RTLB’s core principles and values , such as Bronfenbrenner (Ecological Model), Vygotsky (Zone of Proximal Development), Piaget (Cognitive Development), Erikson (Psychosocial Development - Stages of Development), Skinner (Radical Behaviouralisim ), Maslow’s (Hierarchy of Needs - Self Actualisation).
Knowledge of and access to other agencies that could support the family, student and school staff.
Undertake and provide regular and ongoing professional development (E.g. current research, Circle Time, Peer Tutoring, Restorative Practice, Phonics, PB4L, IYT).
Knowledge of how to incorporate relevant and recent evidence-based research into our practice by utilising supervision, reflection, readings, P.D., observations, experiences and evidence-based interventions (link to evidence-based practice graph in MoE 2011 Toolkit).
Knowledge of the true meaning of ‘inclusion’: is a process of finding better ways to respond to diversity; involves the identification and removal of barriers to learning and social participation; is about the presence, participation, and achievement of all students; and Inclusion involves a particular emphasis on groups of learners who may be at risk of marginalisation, exclusion, or underachievement (Ainscow and Miles, 2009).
RTLB need knowledge and access to current legislations and perspectives on inclusive education, disability and diversity.
Child / Whānau
Child-centred strengths & needs-based approach.
Differentiation and adaptations to meet the child’s needs.
An intervention for one child can benefit the whole class.
RTLB consider all students as individuals and work from an ecological/holistic perspective.
RTLB can act as advocates for the child.
"He oranga mou, he oranga moōtatau."
"What benefits one, benefits all."
Domain 3
Domain 1
Domain 2
Domain 4
Domain 5
Domain 6
Relationships
Interprofessional and Evidence Based Practice.
"How can I improve competence as an interprofessional and evidence-based practitioner?"
Collaboration:
RTLB work in collaboration with family/ whanau, teachers/ school personnel as well as other outside agencies to meet the needs of students with learning and/or behaviour issues.
RTLB gain insight and information from this collaboration process about the students current context and how to link the agreed upon goals with evidence-based interventions.
A key role for RTLBs is to support positive school/ parent relationships where both parties understand each others' perspectives and all parties work in a collaborative partnership that promotes meaningful and effective learning that meets the students needs.

Student
Parents
Teacher/
School
Other
Agencies
RTLB
Policy & Principles
CoPs that
inform practice
Within and across clusters
RTLB Association
Knowledge
of local agencies and services such as ...
CAHMS
Strenthening Families
CYFS
Family Focus
Health Nurse
RTLIT (resource teacher of literacy)
RTV (Resource teacher of vision)
Life Links
Autism NZ
Special Education
Educational Psychologist
Physiotherapist
Big Brother, Big Sister (BBBS)
Occupational Therapist (OT)
Home Builders
Rata Te Awhina
The Learning Staircase
Seabrook McKenzie
SPELD
Psychiatrist
Ministry of Education
Hauraki Trust
Child Development Services
Ngati Koata – Social Workers
Ngati Awa
Speech and Language Therapist (SLT)
Home Builders
Paediatrician
Genesis and Parent Help
Health Camps
Family Works (Counselling)
Van Asch (Deaf Education Centre)
RTLB interventions should demonstrate evidence-based practice.
RTLB plan and evaluate outcomes, collect, analyse and use data from multiple sources. This includes evidence from kaiako/teachers and parents, families/whānau (RTLB Toolkit, 2011).

Cognitive Behaviour Therapy
Circle of Friends
Restorative Practice
Circle Time
Co-operative Learning
Stop, Think & Do
Social Stories (Carol Gray)
Reciprocal Reading
Soryl Phonics
STEPS
Peer Tutoring
Tuākana Teina
Paired Writing
Phonological Awareness Programmes
Systematic Phonics
Switched onto Spelling
Toe by Toe
Rainbow Readers
Self Regulated Learning
Tata – Early Words
Pause Prompt Praise
Korero Kia Mohio (Talk to Learn)
Professional Practice
"How can I improve competence
in the assessment & assistive technology aspects of my professional practice?"
Demonstrate knowledge of assessment models and practice & discuss and compare assessment practices across Specialist areas.
Relationships
Interprofessional practice: get to know the area (co-work); assist cluster meetings, P.Ds, conferences, webinars and relate to other participants.
Establish positive and consistent communication and relationship with the SENCOs.
Consider a holistic approach before starting to assess (contact parents, teacher/s, pediatrician/psychologist, whoever is involved with the student), and obtain their ‘version’ of the story.
Catch up with previous/current teachers to share past and current data and students’ information.
Work out ‘where the teacher is at’ professionally, since their perspective is going to influence decisions about what an effective intervention will look like.
Knowledge
ask different people involved for their advice (in terms of AT).
discuss on-going progress of cases with colleagues/team leader and your critical friend/s.
train staff and family to use assistive technology and appropriate troubleshooting equipment.
co-work with the teacher (try to use classroom resources and materials).
have regular professional conversations with colleagues and other professionals who deal with learners, to keep up to date with what others are using as effective assessment tools and assistive technologies.
develop teachers' awareness of the importance of relevant and current data, that will be used to find out gaps in learning/behaviour skills and therefore facilitate explicit learning goals for the student.
Maths:
NumPA (Numeracy Project Assessment)
J.A.M. (Junior Assessment of Mathmatics)
GLoSS (Global Strategy Stage)
PARKS Diagnostic Maths Survey
Child/Whānau
Make sure to have a child-centred approach and consider student voice when analysing data, making decisions about interventions and/or prior to involving other agencies.
Gauge students’ interest/motivation in using AT and discuss with the classroom teacher how they feel students will respond to AT.
Oticom system to help students hear and process information.
FM system for auditory processing disorder as it helps students become fully active participants in the classroom.
Use of medication to help manage behaviour patterns in the classroom (ADHD, ADD).
Set realistic goals WITH the student, FOR the student. Assess and evaluate those goals regularly.
WHAKAWHĀNAUNGA
(Interconnectedness and interdependence of all stakeholders)
Sharing professional knowledge and skills to learn with, from and about
specialist areas.
Other:
Lucid COPs/LASS (Dyslexia screening test. Literacy and reasoning level)
Visual Discrimination Assessments
ASTON Index
LEXIA
Functional Behavioural Analysis - ABC
Piers Harris (good for showing self-esteem issues)
SNAP profile
Behaviour checklists E.g. Connors
Reinforcement inventories
Observations
Interval recording (3 x a minute for 10 mins) is useful to establish levels of engagement.
Interviews (like/dislikes, strengths/weaknesses)
Scatter plots
Incident recording
Videos
Created by Teena Vincent, Natalie Leranth Barros and Jenny Green.
Acknowledgements to Karyn MacRae and Yvonne Apanui for their summaries of Domain 2 and 5 and contribution towards summarising Domain 4.
Information for this assignment collated from groups 1, 4, 7 & 11.
"Ko te tamaiti te Putake o te kaupapa!"
"The child – the heart of the matter."
There are different assessment tools for different purposes.
RTLBs consider the ecological triangle (student factors, task factors, instructional factors) to decide what the pertinent data to collect is. This helps assure a range of techniques (quantitive and qualitative) are used.
It is important to decide the assessment questions before selecting an assessment tool, and also to use the least intrusive methods first.
RTLBs are encouraged to collect recent and relevant teacher/school information and assessments.
It is also important to ensure assessments cater for all children in Aotearoa.

Literacy
Comprehensive Test of Phonological Processing, (CTOPP-2)
BURT Word Recognition– quick & easy
PM Benchmark / Running Records (PROBEs)
Initial sounds and letter identification
Blends assessment
6-year net
Handwriting analysis
Peter’s Spelling
Schonell Spelling Test
JOST (Junior Oral language Screening Test)
ROL (Record of Oral Language)
Work Samples
Narratives (important for gaining whānau or student perspective)
10 minute writing sample
Demonstrate knowledge of assistive technologies (AT) such as AT assessment, as well as AT support for communication, reading, writing, hearing and vision.
There is tremendous variety of assistive technology available today, providing the opportunity for nearly all people to access information technology (IT).
Most interviewed RTLBs find Assistive technology beneficial when incorporated into their interventions because it helps children reach their potential. It allows them to capitalise on their strengths and bypass areas of difficulty.
Barriers include:
an individual’s need for assistive technology is no guarantee of access
lacking AT skills in order to use them as part of interventions
students' self-management to be responsible for carrying devices around or finding their way to a computer lab at school
students lack of literacy skills can limit full access and understanding of the technology provided.
Knowledge
Some of the most effective and beneficial AT support for communication, reading, writing, hearing and vision tools used by RTLB are:
iPads, laptops, Smart phones, digital cameras, CD players
alternative keyboards: customise the appearance and function of a standard keyboard
audio books, podcasts, etc.
story maker: helps sentence composition
voice recording: helps record ideas and play them back as children attempt to write them down.
Assistive Technology examples:
Dictionary & Thesaurus
Clicker 6
Reading Dr.
Ginger (Great English Naturally)
WordQ / SpeakQ (predictive typing)
Type-to-learn
STEPS
Dragon Naturally Speaking (Speech to text)
Nessy (A Complete Multisensory Literacy teaching programme for dyslexic students of all ages.)
Galaxy maths
Don Johnson Co-writer (Writing software)
Wordshark / Numbershark
iMovies
Learning...
with
from
about
References
RTLB strive to...
(RTLB Toolkit, 2011, p.42)
Child/Whānau
Figure 1: Ethicl response Cycle (Newman and Pollnitz, 2002)
IYP (parents)
IYT – (teachers)
PB4L
Ainscow and Miles (2009). Developing inclusive education systems: How can we move forward. Retrieved on November 22, 2009, fromhttp://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_documents/2009/0907Beirut/DevelopingInclusive_Education_Systems.pdf

Durie, M. (1998) Whaiora: Maori health development. Auckland: Oxford University Press, pp. 68–74

Holm, M. B. (2000). Our mandate for the new millennium: Evidence-Based Practice. The American Journal of Occupational Therapy, 54 (6), 575-585.

Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.

Macfarlane, S. (2011). Te Pūtake o Aoraki: Maintaining a professional practice portfolio. A position paper (in progress).

Ministry of Education. (2011). Resource teacher learning and behaviour service toolkit. Success for all. Every School Every Child. Learning Media. Wellington, New Zealand.

Newman, L., and L. Pollnitz. (2002). Professional, ethical and legal issues in early childhood. Frenchs Forest, NSW: Pearson.

Pere, R.T.R. (2007, March 15). What a hongi means? [video file]. Retrieved from http ://www.youtube.com/watch?v=uwN3TcsLXsU

Tahana - Reese, R. (2009). The hongi: A traditional greeting.recaptured. The Epoch Times. Retrieved from http://www.theepochtimes.com/n2/life/hongi-traditional-greeting-maori-19064.html

Wenger, E. (2000). Communities of practice and social learning systems. Organisation, 7, 225-245. DOI: 10.1177/135050840072002

Useful Links
Digital Literacy - Prezi presentations - http://prezi.com/index/ , http://prezi.com/prezi-for-education/?gclid=CNSSiuSk4LgCFYnjpAodf0QAZw , http://prezi.com/collaborate/
Digital Citizenship - http://www.mylgp.org.nz/about/what-is-digital-citizenship/
Social Learning Networks - http://www.youtube.com/watch?v=NKDXuCE7LeQ#at=373
S.M.A.R.T Goals - http://www.youtube.comwatchfeature=player_embedded&v=3y0Jja52B2o
Wellness Quiz: http://www.students.ubc.ca/livewelllearnwell/explore-wellness/assess-your-wellbeing/
Tikanga Māori: http://www.korero.maori.nz/forlearners/protocols
Online TKI Te reo Māori resources - http://www.tki.org.nz/r/language/lls/wehi/units/unit14/index_e.html
Newman and Pollnitz: Ethical Cycle http://specialistteaching.net.nz/file.php/83/1_Reflective_Ethical_Practice/Newman-1.pdf
Learning Theory profile: http://www.learningtheoriesprofile.com/
Association of Social Workers: http://anzasw.org.nz/
Developmental Coordination Disorder (Dyspraxia) & Dyslexia Support Group. https://www.facebook.com/pages/Developmental-Coordination-Disorder-Dyspraxia-Dyslexia-Support/346864778734790
Autism NZ: http://www.autismnz.org.nz/
Assessment Tool Selector: http://toolselector.tki.org.nz/Select-an-Assessment-Tool
Don Johnson Assistive Technology: http://www.donjohnston.com/
Reading Doctor's Useful A.T. Links: http://www.readingdoctor.com.au/Links.html
Bronfenbrenners' Ecological Model
Due to Prezi restrictions APA referencing format was not strictly followed in terms of italics.
A word document has been submitted with our assignment in correct APA format.
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