Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education Pub Date : 2023-01-27 DOI:10.1080/02568543.2023.2167025

J. Spong, T. Iacono, Ana Garcia-Melgar, K. Bagley, C. McKinstry, Nerida Hyett, M. Arthur-Kelly

{"title":"Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia","authors":"J. Spong, T. Iacono, Ana Garcia-Melgar, K. Bagley, C. McKinstry, Nerida Hyett, M. Arthur-Kelly","doi":"10.1080/02568543.2023.2167025","DOIUrl":null,"url":null,"abstract":"ABSTRACT Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents’ contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02568543.2023.2167025","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

ABSTRACT Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents’ contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted.

查看原文本刊更多论文

通过在线干预改善残疾学生全纳教育:澳大利亚的可行性随机对照试验

培训关键利益相关者为残疾学生设计合理的调整可以促进合作和包容。我们测试了一项随机对照试验的可行性，以评估在线教育(干预)在维多利亚州(澳大利亚)父母和专业人员设计合理调整方面的有效性(n = 31)。参与者建议对有不同需要的学生进行合理的调整，以支持他们参与所描述的课堂活动。在干预前和干预后收集的数据，以及在随访时收集的数据，在五个维度上进行评估:真实性、代理、真实学习、基于优势和包容性。对15名干预组和14名对照组(10名家长、10名教学人员和9名专职卫生人员)的分析显示，干预组干预后的纳入得分更高。这种差异在随访中保持不变，推广到一个新的人为的学生场景，主要归因于父母。在线教育可以提高家长在设计合理调整以促进包容性方面的贡献。有必要进行更大规模的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.