ABSTRACT
Cultural and sociocultural perspectives are important, yet under-investigated, aspects of education for students with special needs. As a case in point, the present chapter focuses on the perspectives of Māori, indigenous peoples of Aotearoa New Zealand, to elucidate the distinct approaches – informed by localized sociocultural considerations – to meeting the educational needs of academically at-risk Māori students. The chapter highlights the need to see culture as an influencing factor in how an individual child’s needs present in the everyday context of family and community. It argues for an ecological-systems–sociocultural perspective that perceives the child as part of a wider social unit. Partnerships with families and communities are integral to sociocultural practices in special needs education, particularly when working across and within different cultural groups. Such partnerships need to acknowledge and balance both the minority culture and the dominant culture knowledge systems. Embracing diversity and facilitating inclusion for learners with special education needs will serve to strengthen learners’ self-concept and self-belief, their cultural identity, and their sense of place and belonging, and will also send the message that their participation and achievements in education and beyond are valued and important. A philosophical framework of engagement – one that encapsulates notions of collaboration, consultation, and communication – is presented, to guide educational professionals (including teachers, psychologists, and paraprofessionals) who are working across ecological systems of practice, in their quest for culturally responsive and evidence-based education approaches.
