Clarke, Michael

West End School (New Plymouth)

To identify strategies and pathways that identify and successfully promote the engagement of gifted and talented students with a particular emphasis on Māori students as priority learners.

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Daniel, Graeme

Allenvale School

To explore the enablers and barriers that are evidenced through examples of a co-location between a special and regular school.

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Funaki, Angela

Dawson School

To investigate issues related to inclusive education in order to increase meaningful participation in reducing exclusion of diverse learners.

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Gallagher, Shayne

Highfield School

To further develop the schools' approach to supporting students with developing their ability to self regulate behaviour thereby increasing school engagement and lifting student achievement.

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Gordon, Anne-Marie

Normandale School

Increase knowledge of specific learning disorders and how they impact on children's learning and emotional well-being, developing resources.

Hankins, Diane

Sommerville School

Making sense of aggregated progress and achievement data in a special school.

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Harrington, Janine

Halswell Residential College

Research national and international evidence-based programmes for students with special educational needs and complex and challenging behavioural problems that 1) improve self-control of behaviours and emotions; 2) develop self competence and interpersonal skills; and 3) develop positive attitudes, values and perceptions.

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Kane, Tony

Hamilton North School

To gather information on how schools cater for the special needs of boys in a special needs school whether in their classroom, outside the classroom, or in their recreational activities.

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Straker, Alan

Whitney Street School

To study and critique the resources (people and paper) available for schools to support them in creating an effective inclusive learning environment.

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Taylor, Lynda

Leeston School

Investigate successful processes and techniques that schools use to facilitate long-term positive changes for children with attention deficit disorder, attention deficit hyperactivity disorder or reactive attachment disorder in order to manage difficult situations so that their impact is reduced, and energy is concentrated on enhancing student achievement by increasing positive engagements in learning.

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