Australasian Journal of Special and Inclusive Education最新文献

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia 那不是雷达上必然会出现的东西"：教育工作者对书写障碍的看法

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2024-01-08 DOI: 10.1017/jsi.2023.17

Elvira Kalenjuk, Pearl Subban, Stella Laletas, Sue Wilson

{"title":"‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia","authors":"Elvira Kalenjuk, Pearl Subban, Stella Laletas, Sue Wilson","doi":"10.1017/jsi.2023.17","DOIUrl":"https://doi.org/10.1017/jsi.2023.17","url":null,"abstract":"\u0000 This qualitative study focused on educators’ perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators’ experiences, an interpretative phenomenological analysis method was implemented. This involved generating semistructured interviews and locating key concepts from these interviews, in tandem with researcher reflections. The results indicated that educators developed their self-efficacy in supporting students with dysgraphia on the job, augmented by self-guided and external searches for information about dysgraphia. The participants described their colleagues as generally unable to provide them with dysgraphia-specific knowledge due to a lack of awareness of dysgraphia within schools. Two of the three educators pursued Multisensory Structured Language training, departing the classroom to work in private tuition. Three teachers offered strategies for supporting students with dysgraphia, such as explicit, systematic, scaffolded, and repetitive instruction coupled with assistive technologies or lined paper and slant boards. The study concluded that dysgraphia-specific professional learning, coupled with collective efficacy, could proactively build teachers’ capacity and self-efficacy in supporting dysgraphia within an inclusive education context. These measures would more aptly support students with dysgraphia to reach their potential.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"50 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions 特殊教育教师福祉的案例：多维证据回顾与未来方向

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2024-01-08 DOI: 10.1017/jsi.2023.16

Andrew Sawatske, Carl Leonard, Jess Harris, K. Dally

引用次数: 0

Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness 从患有自闭症谱系障碍并伴有智力天赋的学生的角度看小学升中学的问题

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-11-29 DOI: 10.1017/jsi.2023.14

C. Minnie

引用次数: 0

A Preliminary Study Connecting School Improvement and MTSS With Student Outcomes 将学校改进和 MTSS 与学生成绩联系起来的初步研究

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-11-28 DOI: 10.1017/jsi.2023.15

H. Bohanon, Meng-Jia Wu, Ali Kushki, Cheyne LeVesseur

{"title":"A Preliminary Study Connecting School Improvement and MTSS With Student Outcomes","authors":"H. Bohanon, Meng-Jia Wu, Ali Kushki, Cheyne LeVesseur","doi":"10.1017/jsi.2023.15","DOIUrl":"https://doi.org/10.1017/jsi.2023.15","url":null,"abstract":"Schools have an increased focus on implementing schoolwide initiatives (e.g., multi-tiered systems of support; MTSS) to address risk factors related to dropping out. These interventions can involve multiple domains, including academic, behavioural, and social and emotional supports. Although researchers suggest that schoolwide interventions are effective, school staff may need help implementing various content (e.g., academic, behaviour) domains into a cohesive plan. This preliminary study focused on nine schools in the Midwestern United States that implemented schoolwide interventions as part of a statewide technical assistance approach. The research included using survey and extant data for all students to determine the connections between schoolwide interventions, school improvement, and student outcomes. Schools in this study that were higher on both school improvement and MTSS implementation had, in general, better student outcomes associated with predictors of dropping out of school. These findings indicate that school improvement and MTSS may be mutually beneficial enterprises that help school staff address factors related to dropping out.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

JSI volume 47 issue 2 Cover and Back matter JSI第47卷第2期封面和封底

Australasian Journal of Special and Inclusive Education Pub Date : 2023-11-09 DOI: 10.1017/jsi.2023.13

引用次数: 0

JSI volume 47 issue 2 Cover and Front matter JSI第47卷第2期封面和封面问题

Australasian Journal of Special and Inclusive Education Pub Date : 2023-11-09 DOI: 10.1017/jsi.2023.12

引用次数: 0

A Systematic Review of Interventions Promoting Parental Involvement in the Education of School-Aged Children With Disabilities 促进父母参与学龄残疾儿童教育的干预措施的系统回顾

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-09-06 DOI: 10.1017/jsi.2023.11

D. Musendo, N. Scherer, Joyline Jepkosgei, Lillian Maweu, Audrey Mupiwa, Onai Hara, Sarah Polack, Daksha Patel

{"title":"A Systematic Review of Interventions Promoting Parental Involvement in the Education of School-Aged Children With Disabilities","authors":"D. Musendo, N. Scherer, Joyline Jepkosgei, Lillian Maweu, Audrey Mupiwa, Onai Hara, Sarah Polack, Daksha Patel","doi":"10.1017/jsi.2023.11","DOIUrl":"https://doi.org/10.1017/jsi.2023.11","url":null,"abstract":"\u0000 The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles were identified and included in the review. The Mixed Methods Appraisal Tool was used to assess the quality of the included studies, and narrative analysis was used to synthesise the data. The duration of the interventions varied from 7 to 36 months. Most studies were conducted within the context of high-income countries and focused on parents of children with intellectual disabilities. Most studies reported positive effects on one or more groups: parents, children, schools, and communities. However, there was heterogeneity in the outcome measures used, which limits comparability across interventions. The quality assessment revealed high-/medium-bias risks in most articles. Future research should include higher quality studies driven by theoretical models. The results support the need for more research on parental involvement in the education of children with disabilities, especially intervention studies within the context of low- and medium-income countries.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"79 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87120984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Wellbeing Promotion in Tasmanian Schools: Have We Forgotten Support Teachers? 塔斯马尼亚州学校的福利促进:我们是否忘记了支持教师?

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-08-29 DOI: 10.1017/jsi.2023.10

Kristy-Lee Holzner, Lorraine Gaunt

引用次数: 0

Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion 澳大利亚北部地区残疾儿童的照顾者:教育不包容的经验

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-08-29 DOI: 10.1017/jsi.2023.9

Sarah Rheinberger, B. Staley, G. Nutton

{"title":"Caregivers of Children With Disabilities in the Northern Territory, Australia: Experiences of Educational Non-Inclusion","authors":"Sarah Rheinberger, B. Staley, G. Nutton","doi":"10.1017/jsi.2023.9","DOIUrl":"https://doi.org/10.1017/jsi.2023.9","url":null,"abstract":"\u0000 Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers’ experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child’s inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"71 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83992976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India 小学课堂中的挑战行为:印度小学教师的因果归因和策略研究

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2023-08-04 DOI: 10.1017/jsi.2023.8

S. Patnaik, Pearl Subban

引用次数: 0