References
- Armstrong, Felicity. 2003. “Difference, Discourse and Democracy: The Making and Breaking of Policy in the Market Place.” International Journal of Inclusive Education 7 (3): 241–257. doi:10.1080/1360311032000108867.
- Atwool, Nicola. 2013. “Children and Vulnerability.” In Childhoods: Growing up in Aotearoa New Zealand, edited by Nancy Higgins and Claire Freeman, 44–58. Dunedin, NZ: Otago University Press.
- Blissett, Wayne, John Church, David Fergusson, Ian Lambie, John Langley, Kathleen Liberty, Teuila Percival, et al. 2009. Conductproblems Best Practice Report 2009. Wellington, NZ: Ministry of Social Development. https://www.msd.govt.nz/about-msd-and-ourwork/publications-resources/research/conduct-problems-best-practice/index.html.
- Bruns, Eric, and Janet Walker. 2010. “The Wraparound Process: An Overview of Implementation Essentials.” In The Resource Guide to Wraparound, edited by Eric Bruns and Janet Walker. Portland, OR: National Wraparound Initiative, Research and Training Center for Family Support and Children’s Mental Health.
- Burgon, Jacky, Melanie Berg, and Nicole Herdina. 2015. Patterns of Student Progress in the Intensive Wraparound Service: NZCER IWS Evaluation. Wellington, NZ: Ministry of Education.
- Cooper, Paul. 1989. Respite, Relationships and Re-signification: A Study of the Effects of Residential Schooling on Children with Emotional and Behavioural Difficulties, with Particular Reference to the Pupils’ Perspective. Birmingham, UK: University of Birmingham.
- Cooper, Paul. 1993. Effective Schools for Disaffected Students: Integration and Segregation. London, UK: Routledge.
- Cooper, Paul, and Barbara Jacobs. 2011. “Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties: An International Review.” In NCSE Research Reports, edited by NCSE Research Committee. Dublin, Ireland: National Council for Special Education.
- Education Review Office. 2008. Evaluation of the Residential Behaviour Schools. Wellington, NZ: Ministry of Education.
- Gasson, Ruth, Lara Sanderson, Greg Burnett, and Jacques van der Meer. 2015. “‘It’s All He’s Going to Say’: Using Poetic Transcription to Explore Students’ Mainstream and Residential School Experiences.” Disability & Society 30 (5): 731–742. doi:10.1080/09687599.2015.1021762.
- Glesne, Corrine. 1997. “That Rare Feeling: Re-Presenting Research through Poetic Transcription.” Qualitative Inquiry 3 (2): 202–221.10.1177/107780049700300204
- Goodley, Dan. 2017. Disability Studies: An Interdisciplinary Introduction. 2nd ed. Los Angeles, CA: Sage Publications.
- Higgins, Nancy, Jude MacArthur, and Missy Morton. 2008. “Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy.” New Zealand Annual Review of Education 17: 145–167.
- Hornby, Garry, and Chrystal Witte. 2008a. “Follow-up Study of Ex-Students of a Residential School for Children with Emotional and Behavioural Difficulties in New Zealand.” Emotional and Behavioural Difficulties 13 (2): 79–93.10.1080/13632750802027598
- Hornby, Garry, and Chrystal Witte. 2008b. “Looking Back on School—The Views of Adult Graduates of a Residential Special School for Children with Emotional and Behavioural Difficulties.” British Journal of Special Education 35 (2): 102–107. doi: 10.1111/j.1467-8578.2008.00380.x.
- Lange, David. 1988. Tomorrow’s Schools. Wellington, NZ: New Zealand Government.
- Lather, Patti. 2006. “Paradigm Proliferation as a Good Thing to Think with: Teaching Research in Education as a Wild Profusion.” International Journal of Qualitative Studies in Education 19 (1): 35–57.10.1080/09518390500450144
- Limes-Taylor Henderson, Kelly, and Jennifer Esposito. 2017. “Using Others in the Nicest Way Possible: On Colonial and Academic Practice(S), and an Ethic of Humility.” Qualitative Inquiry. http://journals.sagepub.com/doi/abs/10.1177/1077800417743528.
- Ministry of Education. 2012a. Development of a New Intensive Wraparound Special Education Service and Consultation on the Future Role of Residential Schools. Wellington, NZ: Ministry of Education.
- Ministry of Education. 2012b. Education Report: Extending an Intensive Wraparound Service for Learners with Special Needs: Implications for Residential Schools. Wellington, NZ: Ministry of Education.
- Ministry of Education. 2013. Success for All – Every School, Every Child. Wellington, NZ: Ministry of Education.
- Mitchell, David. 2012. Joined-up: A Comprehensive, Ecological Model for Working with Children with Complex Needs and Their Families/Whänau. Wellington, NZ: Ministry of Education.
- Morris, Jenny. 1997. “Gone Missing? Disabled Children Living Away from Their Families.” Disability & Society 12 (2): 241–258.10.1080/09687599727353
- NZ Ministry of Social Development. 2007. Inter-Agency Plan for Conduct Disorder/Severe Antisocial Behaviour 2007–2012. Wellington, NZ: Ministry of Social Development.
- Philip, Matt. 2016. “Saving Salisbury School: Is Special Education Disappearing?” North & South. http://www.noted.co.nz/currently/education/saving-salisbury-school-is-special-education-disappearing/.
- Slee, Roger. 2013. “How Do We Make Inclusive Education Happen When Exclusion is a Political Disposition?” International Journal of Inclusive Education 17 (8): 895–907.10.1080/13603116.2011.602534
- Snook, Ivan, and John O’Neill. 2014. “Poverty and Inequality of Educational Achievement.” In Twelve Thousand Hours, edited by Vicki M. Carpenter and Sue Osbourne, 19–43. Auckland, NZ: Dunmore Publishing.
- Thomas, David R. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27 (2): 237–246.
- United Nations. 2006. Convention on the Rights of Persons with Disabilities. New York: United Nations.
- United Nations. 1989. Convention on the Rights of the Child. New York: United Nations.
- United Nations Educational Scientific and Cultural Organisation. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris, France: United Nations Educational, Scientific and Cultural Organisation.
- Wyness, Michael. 2012. “Children’s Participation and Intergenerational Dialogue: Bringing Adults Back into the Analysis.” Childhood 20 (4): 429–442.
- Yao, Esther S. W., Kelsey L. Deane, and Pat Bullen. 2015. “Trends and Transitions from Secondary School: Insights from a Boarding School for Disadvantaged New Zealand Youth.” Journal of Youth Studies 18 (10): 1347–1365.10.1080/13676261.2015.1048202