RETHINKING COMMUNICATION FOR LEARNERS WITH COMPLEX NEEDS: AN INSTRUMENTAL CASE STUDY OF INTENSIVE INTERACTION IN A NEW ZEALAND SPECIALIST CLASSROOM

Autori

  • Kieron Hubrick Director, Intensive Interaction New Zealand (I.I.NZ), New Zealand
  • Galina Nam Teacher, Oaklynn Specialist School, New Zealand

DOI:

https://doi.org/10.46827/ejse.v12i6.6931

Parole chiave:

intensive interaction, communication, emotional connection, relational pedagogy

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.

Biografie autore

  • Kieron Hubrick, Director, Intensive Interaction New Zealand (I.I.NZ), New Zealand

    Kieron Hubrick is based in Auckland, New Zealand, and is the Director of Intensive Interaction New Zealand (I.I.NZ), an extension of the global Intensive Interaction network that provides professional development, guidance, and support. Since its inception, I.I.NZ has supported schools across New Zealand to develop and implement Intensive Interaction in their settings; providing training and coaching to help practitioners better understand the profound and multifaceted nature of this approach. With a career in special education spanning two decades, Kieron has been a passionate advocate for Intensive Interaction since being introduced to it in his first year of teaching.He has presented at conferences nationally and internationally, and his work has been featured in international publications and periodicals. Kieron currently facilitates an Auckland-based Community of Practice (CoP) for Intensive Interaction and a national online forum connecting Intensive Interaction practitioners and supporters from across New Zealand.

  • Galina Nam, Teacher, Oaklynn Specialist School, New Zealand

    Dr. Galina Nam has worked in the education development sector and in special education. She is also a researcher, with a focus on disability equity at both policy and classroom practice levels. She currently works at Oaklynn Specialist School, supporting learners with complex needs and advancing Intensive Interaction as a core learner-centred approach that prioritises connection before curriculum and recognises communication in its most subtle, embodied forms.

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Pubblicato

2026-08-10

Fascicolo

V. 12 N. 6 (2026)

Sezione

Articles

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