Australasian Journal of Special and Inclusive Education最新文献_第2页

‘Our Classes Are Like Mainstream School Now’: Implementing Universal Design for Learning at a Special School “我们的课堂就像现在的主流学校”:在特殊学校实施通用学习设计

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-06-22 DOI: 10.1017/jsi.2023.7

Therese M. Cumming, Lisa Gilanyi

引用次数: 1

JSI volume 47 issue 1 Cover and Front matter JSI第47卷第1期封面和封面问题

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-06-06 DOI: 10.1017/jsi.2023.5

引用次数: 0

JSI volume 47 issue 1 Cover and Back matter JSI第47卷第1期封面和封底

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-06-06 DOI: 10.1017/jsi.2023.6

引用次数: 0

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12 7-12年级学生随机对照试验阅读干预研究质量指标的系统评价

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-05-10 DOI: 10.1017/jsi.2023.4

Michael Calvi, Ana Paula Alves Vieira, George K. Georgiou, R. Parrila

引用次数: 0

Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students 利益相关者经验评估全校实践旨在提高自闭症学生的教育成果

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-05-02 DOI: 10.1017/jsi.2023.3

Helen McLennan, Jacqueline Roberts, Greer Johnson

{"title":"Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students","authors":"Helen McLennan, Jacqueline Roberts, Greer Johnson","doi":"10.1017/jsi.2023.3","DOIUrl":"https://doi.org/10.1017/jsi.2023.3","url":null,"abstract":"Abstract Team participation in whole-school action research can assist the educational reform required for autistic students. Little is known about the experience of school community stakeholders engaged in the first stage of an implementation science process: evaluation of current practice. This study was designed to explore stakeholder experience and knowledge gained following a process of evaluation of whole-school practice related to the education of autistic students. A collective case study was employed across two Australian secondary schools, with team meetings designed to provide an opportunity for the self-evaluation process to take place and the data for the study to be generated. Thematic analysis was used to analyse the dialogue between participants during focus group discussions with each team. Findings are represented through six themes that provide insight for future practice. Both stakeholder teams reported that the evaluation process was a positive experience to engage in and resulted in a strengthening of knowledge about good practice for autistic students. Findings provide encouragement to other school teams engaging in a similar process; however, future teams may need to feel ready for this work and might benefit from the structure of a wider action-research cycle aligned to implementation science processes.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"623 1","pages":"14 - 27"},"PeriodicalIF":0.7,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77092123","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

Peer Interactions of School-Aged Girls on the Autism Spectrum: A Scoping Review 学龄女孩自闭症谱系同伴互动:范围审查

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-04-11 DOI: 10.1017/jsi.2023.2

M. Tso, I. Strnadová, Joanne Danker, S. O’Neill

引用次数: 0

Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia 迈向全纳教育:澳大利亚中学教师对学习通用设计的态度

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Australasian Journal of Special and Inclusive Education Pub Date : 2023-02-21 DOI: 10.1017/jsi.2023.1

Hongyu Chen, David Evans, Betty Luu

{"title":"Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia","authors":"Hongyu Chen, David Evans, Betty Luu","doi":"10.1017/jsi.2023.1","DOIUrl":"https://doi.org/10.1017/jsi.2023.1","url":null,"abstract":"Abstract Achieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"48 1","pages":"1 - 13"},"PeriodicalIF":0.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76202715","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: 1

JSI volume 46 issue 2 Cover and Front matter JSI第46卷第2期封面和封面问题

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Australasian Journal of Special and Inclusive Education Pub Date : 2022-11-09 DOI: 10.1017/jsi.2022.13

引用次数: 0

JSI volume 46 issue 2 Cover and Back matter JSI第46卷第2期封面和封底

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Australasian Journal of Special and Inclusive Education Pub Date : 2022-11-09 DOI: 10.1017/jsi.2022.14

引用次数: 0

Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom 搭建学习的桥梁:小学课堂中师生关系的关键重要性

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Australasian Journal of Special and Inclusive Education Pub Date : 2022-10-18 DOI: 10.1017/jsi.2022.12

Jeanette Quill, E. Kahu

{"title":"Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom","authors":"Jeanette Quill, E. Kahu","doi":"10.1017/jsi.2022.12","DOIUrl":"https://doi.org/10.1017/jsi.2022.12","url":null,"abstract":"Abstract Teacher–student relationships are critically important for student engagement and learning. Increasingly, children with additional behavioural, physical, communication, and learning needs are supported in the classroom by teacher aides working alongside teachers. Although the teacher aide role is often described as relational, few studies have explicitly examined the nature of the teacher aide–child relationship. This exploratory study in primary schools in Aotearoa New Zealand addresses this gap. Seven teacher aides were interviewed, and thematic analysis was used to construct common themes. The findings show that aides have time to individually know and care for each child and so develop a special relationship that is distinct from other relationships at school. In addition, the relationship is seen as essential to meet the child’s needs and thus enable them to engage in their learning. The teacher aides impact positively on the child’s sense of belonging, emotions, and wellbeing, which act as pathways to student engagement. Further research is needed to explore how these special and essential relationships can be optimised, and, in collaboration with teachers, improve the short- and long-term psychological, social, and educational outcomes for children.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"38 1","pages":"164 - 177"},"PeriodicalIF":0.7,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81373340","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: 2