ABSTRACT
This chapter examines the ways in which Feuerstein’s programme of Instrumental Enrichment has addressed the learning needs of some groups of New Zealand children with shared learning needs. It discusses in depth these key examples from New Zealand research, in relation to important aspects of learning and development identified by Vygotsky. The chapter examines the use of Feuerstein’s Instrumental Enrichment programme in New Zealand to meet learning needs and difficulties. It demonstrates some of the ways in which individual needs can be identified and addresses in training with Feuerstein’s Instrumental Enrichment programme. Some rather patchy verbal performance on the Comparisons instrument during training was rectified by the end of the full programme, when he had been exposed to the more advanced verbal instrument of Categorisation. Again, we used a single-subject research design as well as a group control research design, in order to explore the students’ unique responses to the programme.
