Dr Vijaya Dharan DPhilEd

Prior to entering academia, I worked as a psychologist with children and young persons with a range of educational, social and emotional needs for nearly 15 years. I have also worked as a classroom teacher both in New Zealand and overseas and briefly as an itinerant special needs teacher. I have been involved in inter-agency work with governmental and non-governmental organisations.This positions me well to undertake collaborative research work alongside school and teachers, as well as researchers in the field of health, social work and psychologists.

My professional philosophy is underpiined by a firm belief that every child can learn and thrive given appropriate opportunities and support.  Therefore my research and supervision interests support the themes of equity and social justice in schools and communities. I am fundamentally a qualitative researcher with a keen interest to explore perceptions and lived experiences of individuals.  Currently I supervise and co-supervise a number of Master's students and a couple of doctoral students. I also  mentor and advise Master's students undertaking professional inquiry projects.

I am an academic appointee on the Massey University Ethics Committee and an invited peer reviewer for National and Internation Journals.

My current interests for research and supervision are:

ENHANCING LEARNING OPPORTUNITIES FOR CHILDREN AND YOUNG PERSONS WITH AUTISM SPECTRUM DISORDER (ASD)

The search for what works effectively for children and young persons with ASD in educational settings is a field of ongoing enquiry and with very limited research in New Zealand, I am keen on supervising students who are interested in undertaking research in a range of areas for those with ASD aged 0-21 years.

They include voices of children and young persons with ASD; Family voices; Teachers’ beliefs, perspectives and practices; 
Effective practices in schools/early childhood centres; Professional development. Ecological influences on children and young persons with ASD, Transitions and Twice Exceptional learners.

STUDENT (DIS)ENGAGEMENT.

My other strand of interest in the inclusive education field is that of school disciplinary processes as systemic disciplinary processes exclude children and young people from their learning contexts – i.e. early childhood settings, primary, intermediate and high schools. Following a national study on the category of Continual Disobedience that results in excluding the largest number of students that showed both intra and inter school variances, I am interested in researching and supporting research that examines:

• The perceptions, understandings and contributions of students to the disciplinary processes in their schools.
• Beliefs and practices of teachers and school leaders on disciplinary matters.
• Voices and contributions of family/whānau to disciplinary processes and consequences.
• Equally I am also interested in examining and showcasing effective practices in schools that have a more inclusive approach to disciplinary matters.