ABSTRACT
Resource Teachers: Learning and Behaviour (RTLB)
are specialised teachers who work in regular schools
to help facilitate the presence, participation and
learning of students who experience difficulties with
learning and behaviour. In focusing upon the RTLB
principle of a ‘collaborative and seamless model of
service’ (Ministry of Education, 2012a), this article
examines the theory and evidence that underpins this
principle, drawing upon research from overseas and
New Zealand. In order to critique the RTLB principle
of collaborative consultation in practice, a project
undertaken by the authors involving the transition
of students from two special classes to a mainstream
context is discussed. This discussion reflects on
the importance of RTLB working in a collaborative
consultation model with school management and
staff, the students, parents/whanau and the Ministry
of Education, Special Education (MOE:SE) in order to
enable positive outcomes for all those involved.