RETHINKING COMMUNICATION FOR LEARNERS WITH COMPLEX NEEDS: AN INSTRUMENTAL CASE STUDY OF INTENSIVE INTERACTION IN A NEW ZEALAND SPECIALIST CLASSROOM
Abstract
This study examines the implementation and exploration of Intensive Interaction as a relational pedagogical approach in a New Zealand specialist classroom for learners with complex communication needs. Using an instrumental case study approach, data were collected over one year through video recordings, observational notes, professional reflections, and other supporting documents. The findings indicate three interconnected domains of learner engagement and participation: emotional attunement, responsiveness and agency, and sustained attention. Learners appeared to show stronger emotional connections, more active participation, and extended attention spans, suggesting the benefits of learner-led, relational practice for engagement and communication. The study highlights the value of embedding Intensive Interaction as a relational approach within educational and disability support settings. It also calls for further research that draws on international evidence and acknowledges cultural and contextual factors, including the Māori pedagogical concept of ako.
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DOI: http://dx.doi.org/10.46827/ejse.v12i6.6931
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