Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work alongside schools to provide learning support for students when needed. RTLBs coordinate with education providers and other agencies who request support for students who are experiencing learning and behaviour difficulties in the classroom.
How RTLBs Support Students and Teachers in Schools
An RTLB’s goal is to improve the outcome of a student’s education. These students would be considered at risk of either not achieving, or achieving at a low level because of their learning or behaviour difficulties.
All RTLBs are fully registered, experienced New Zealand teachers who have held a range of positions within the profession throughout their careers. It is a multi-faceted and emotionally demanding role that draws on all the experience gained in the classroom. Lynton de Kock, an RTLB operating in South Auckland, says that a growing concern is that teacher training, as it is delivered currently, does not do enough to prepare teachers for the daily realities of the profession.
“Chief of these is the growing percentage of students with special needs. As we strive for inclusion in the education system, neurodiversity and trauma still go undiagnosed by teachers who are not trained to identify it in its numerous forms. Overburdened teachers are more likely to fall back on traditional (one-size-fits-all) forms of classroom management and curriculum delivery, that often don’t meet the needs of the special needs learner.”
Lynton says that in a perfect world, the job of an RTLB wouldn’t exist. “Our schools would be run by inclusion-capable educators who have the knowledge and skills to provide for all students. They would have administrators and policy-makers who are sensitive to the needs of teachers, students and whānau, and are prepared to make decisions on resourcing that ensure that everybody gets what they need.
“It would appear that the Ministry of Education is committed to inclusion but not so much to the resourcing needed to make it successful. They are, of course, bound by the incumbent government’s policies. Decisions are being made by politicians who have little sense of what teachers need to be effective in their jobs and provide for special needs students.”
Lynton says, in failing that it all starts with teacher education and training. He says the Ministry of Education should be giving practising teachers and RTLBs input into how trainee teachers are prepared, as well as making special needs education a focus in their training. “I’m not suggesting throwing money at the problem. But consulting with the right people can ensure that the money is spent correctly.”
Special Education Resources
Currently, the allocation of resources and support for special education involves a myriad of components and multiple funding streams for which students with disabilities or learning needs can apply, in order to have their specific needs addressed. These include:
Resource Teacher Learning and Behaviour (RTLB): RTLBs work with teachers and schools to support students with learning and behaviour difficulties. They are allocated to clusters of schools and provide specialist assistance.
Special Education Grant (SEG): To support students with high needs by providing additional resources, such as teacher aides, specialist equipment, and professional development.
Oral Language Fund (OLF): Targeted at supporting students with speech and language difficulties. It is used to provide additional resources and interventions to help improve communication skills.
Ongoing Resourcing Scheme (ORS): Provides funding and support for students with the highest level of need due to a significant physical, sensory, or intellectual impairment. The funding can be used to provide additional staff, equipment, and other resources.
Enabling Good Lives (EGL): Emphasises individualised support and community participation for people with disabilities, including children in education.
Bilingual Assessment Service/ESOL Funding: Provides for the learning needs of students for whom English is not their first language.
Residential Schools: Specialist schools support high-needs students, either in day schools or residential schools across New Zealand.
Intensive Wraparound Service: This can take the form of a combination of any of the above services deemed necessary to provide for the needs of an individual student.
Lynton says, “All these options are intended to provide for the seemingly growing range of needs, but in real terms, it’s like an ever-dwindling cake being cut into ever more slices. To counteract this limited available funding, the powers that be appear to set the bar higher to justify denying funding. There seem to be ever increasing reasons to say: “No, your student doesn’t qualify.” The obvious solution would be to ‘increase the size of the cake’, but the incoming government is already talking about reducing funding for special education with their focus on the 3 Rs.”
The hope is that with better understanding, improved training, and a commitment to invest in the right areas, the education system can better serve all students, particularly those with special education needs. Despite the current challenges, RTLBs continue to dedicate their skills and expertise to support students and teachers, striving for a more inclusive and effective education system.
