Joy Cullen
Chris Lepper
Massey University College of Education

Learning stories, a form of narrative assessment, were used by teams surrounding two New Zealand children with high and complex needs. Learning stories are currently used by New Zealand early childhood teachers and highlight strengths- and interest-based learning in natural settings. This contrasts with specialists’ assessments, which highlight decontextualised developmental skills. Team members including parents, teachers, support workers, health and education professionals received professional development on the use of learning story assessment and shared their stories at individual planning meetings. Goals for the children were collaboratively developed, drawing upon the different perspectives team members brought to the interpretation of learning stories. The project highlighted the empowerment of parents and educators and the strengthening of collaborative relationships. The approach accommodated the many perspectives held by individuals within the teams and successfully harmonised the skills- and strength-based assessment models. Challenges to the adoption of narrative methodologies in inclusive early intervention contexts were identified.

Keywords: assessment, inclusion, early intervention

AJEC, Vol. 31 No. 2, June 2006, pp. 20-30.