The Hikairo Rationale: teaching students with emotional and behavioural difficulties - a bicultural approach

In recent years there has been a proliferation of behaviour management philosophies, techniques, and instructional methodologies that has increased the complexity of the teachers' responsibilities and functions (Walker & Shea, 1995). While new information continues to be published on the various perspectives of human behaviour, there is a dearth of material which takes into account the New Zealand context and the bicultural and multicultural composition of its classrooms.