Australasian Journal of Special and Inclusive Education最新文献_第3页

Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour 语言问题:在教师资源集群中发展包容性、基于优势的实践:学习和行为

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-09-26 DOI: 10.1017/jsi.2022.11

Fiona Harkness, Joanne Walker, F. Meyer

{"title":"Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour","authors":"Fiona Harkness, Joanne Walker, F. Meyer","doi":"10.1017/jsi.2022.11","DOIUrl":"https://doi.org/10.1017/jsi.2022.11","url":null,"abstract":"Abstract Resource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers’ response to the inclusion of students with special learning needs and is key to improving educational outcomes for all learners. We examined the extent to which RTLB in New Zealand used inclusive, strengths-based language in initial meetings with teachers and whether shifts could be made through professional learning and development (PLD). Data collected included audio recordings, transcripts of initial meetings pre- and post-PLD, RTLB reflections on both transcripts, and questionnaires. Results indicate limited use of inclusive, strengths-based language prior to PLD. However, PLD that provided targeted opportunities to reflect on evidence of language behaviour and to practise requisite skills markedly increased RTLB awareness, knowledge, and skills with respect to inclusive, strengths-based language. Findings indicate that change often requires disrupting long-held beliefs and practices and a need for evidence of these to be able to do so. The findings have implications for the type of in-depth PLD needed to facilitate change in the language RTLB use when working with teachers.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"45 1","pages":"138 - 150"},"PeriodicalIF":0.7,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89929444","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

Supporting Students With Disability: Learning and Support Teachers and Learning Support Teams in NSW Schools 支持残疾学生:新南威尔士州学校的学习和支持教师和学习支持团队

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-08-22 DOI: 10.1017/jsi.2022.10

J. Stephenson, M. Carter, A. Webster, Neale Waddy, Talia Morris

{"title":"Supporting Students With Disability: Learning and Support Teachers and Learning Support Teams in NSW Schools","authors":"J. Stephenson, M. Carter, A. Webster, Neale Waddy, Talia Morris","doi":"10.1017/jsi.2022.10","DOIUrl":"https://doi.org/10.1017/jsi.2022.10","url":null,"abstract":"Abstract There are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"41 1","pages":"151 - 163"},"PeriodicalIF":0.7,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82364032","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

Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education 小学校长对成功实施全纳教育所需条件的看法

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-08-11 DOI: 10.1017/jsi.2022.9

Gamze Görel, F. Hellmich

{"title":"Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education","authors":"Gamze Görel, F. Hellmich","doi":"10.1017/jsi.2022.9","DOIUrl":"https://doi.org/10.1017/jsi.2022.9","url":null,"abstract":"Abstract Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"28 1","pages":"127 - 137"},"PeriodicalIF":0.7,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83588162","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

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities 特殊教育教师数字化能力:影响、挑战与机遇

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-07-14 DOI: 10.1017/jsi.2022.8

Marta Montenegro-Rueda, J. Fernández-Batanero

{"title":"Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities","authors":"Marta Montenegro-Rueda, J. Fernández-Batanero","doi":"10.1017/jsi.2022.8","DOIUrl":"https://doi.org/10.1017/jsi.2022.8","url":null,"abstract":"Abstract The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"36 1","pages":"178 - 192"},"PeriodicalIF":0.7,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79509368","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 1 Cover and Back matter JSI第46卷第1期封面和封底

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-06-07 DOI: 10.1017/jsi.2022.7

引用次数: 0

JSI volume 46 issue 1 Cover and Front matter JSI第46卷第1期封面和封面问题

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-06-07 DOI: 10.1017/jsi.2022.6

引用次数: 0

The Importance of the Promotion of Evidence-Based Practice as a Reasonable Adjustment in Mainstream Education Settings for Students With Autism Spectrum Disorder 促进循证实践作为自闭症谱系障碍学生在主流教育环境中的合理调整的重要性

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-05-16 DOI: 10.1017/jsi.2022.5

T. Garrad, Samantha Vlcek, Angela Page

{"title":"The Importance of the Promotion of Evidence-Based Practice as a Reasonable Adjustment in Mainstream Education Settings for Students With Autism Spectrum Disorder","authors":"T. Garrad, Samantha Vlcek, Angela Page","doi":"10.1017/jsi.2022.5","DOIUrl":"https://doi.org/10.1017/jsi.2022.5","url":null,"abstract":"Abstract Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person’s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstream classrooms, educators are required to provide ‘reasonable adjustments’ to support learning; that is, to make changes that are practicable and achievable in order for students to access learning on the same basis as their peers. We present an argument that the ‘reasonable adjustments’ made by schools to ensure that students with ASD have equitable learning opportunities should meet a criterion of acceptability where the adjustment is evidence based. The paper also offers a summary of evidence-based pedagogical strategies that have been effective for students with ASD and concludes with a discussion offering evidence-based practices as a solution to meeting legislative requirements for students with disability.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"18 1","pages":"101 - 112"},"PeriodicalIF":0.7,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82451955","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

Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review 以教育为中心的支持有复杂支持需求的学龄学生的正式全面服务:系统回顾

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-05-04 DOI: 10.1017/jsi.2022.1

Therese M. Cumming, I. Strnadová, Hee-Min Lee, R. Lonergan

引用次数: 4

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan 探讨不丹全纳学校中不丹教师对差别化教学的看法

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-04-28 DOI: 10.1017/jsi.2022.4

Dorji Dema, Sunanta Klibthong, Teerasak Srisurakul

{"title":"Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan","authors":"Dorji Dema, Sunanta Klibthong, Teerasak Srisurakul","doi":"10.1017/jsi.2022.4","DOIUrl":"https://doi.org/10.1017/jsi.2022.4","url":null,"abstract":"Abstract Differentiated instruction (DI) is an inclusive teaching approach that recognises and values student differences. Teachers teaching in inclusive schools practise DI to accommodate students with special educational needs and disabilities. However, no research has yet been conducted to explore teachers’ perceptions of DI in Bhutan. The purpose of this quantitative study is to explore teachers’ perceptions of DI and the differences in their perceptions based on demographic variables. Data were collected via an online survey from 185 teachers in 19 inclusive schools and were analysed using descriptive and inferential statistics. The results indicated that the majority of teachers had favourable perceptions of DI. No significant perceptual differences were found on qualifications and teaching experiences. However, special education teachers’ perceptions of DI were significantly higher than general education teachers (M = 4.14, SD = .37), (M = 3.89, SD = .41), respectively, t(183) = 4.194, p = .000, and trained teachers’ perceptions of DI were also found to be significantly higher than untrained teachers (M = 4.09, SD = .39), (M = 3.81, SD = .40), respectively, t(183) = 4.090, p = .000. The implications of the research findings are discussed with recommendations for further research in this area.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"43 1","pages":"88 - 100"},"PeriodicalIF":0.7,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87563969","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

Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study 青少年早期中度学习困难学生的社会参与与最佳友谊质量:一项纵向研究

IF 0.7

Australasian Journal of Special and Inclusive Education Pub Date : 2022-04-28 DOI: 10.1017/jsi.2022.3

E. Avramidis, Katerina Aroni, Vasilis Strogilos

{"title":"Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study","authors":"E. Avramidis, Katerina Aroni, Vasilis Strogilos","doi":"10.1017/jsi.2022.3","DOIUrl":"https://doi.org/10.1017/jsi.2022.3","url":null,"abstract":"Abstract Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moderate learning difficulties (MLD) in regular schools while also focusing on the quality of their best friendship. In this longitudinal study, 313 secondary students, including 46 with MLD, were first examined while at Grade 7 (T1) and 2 years later at Grade 9 (T2). In line with previous studies, the students with MLD held reduced peer acceptance, had fewer friendships, and engaged less often in social interactions with peers than their typically developing classmates on both administrations. However, students with MLD held positive perceptions of social self-concept and friendship quality, with the two measures being positively associated. At T2, students with MLD reported poorer socio-emotional skills, which were positively correlated with their perceptions of both social self-concept and friendship quality. The paper concludes by outlining the importance of supporting students’ socio-emotional development through implementing relevant school-based interventions.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"24 1","pages":"74 - 87"},"PeriodicalIF":0.7,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81470026","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