Australasian Journal of Special and Inclusive Education最新文献_第4页

Benefits and Challenges of a Hybrid Distance Education Program for Autistic School-Age Students: Parent, Student and Teacher Perspectives 对自闭症学龄学生的混合远程教育计划的好处和挑战:家长、学生和教师的观点

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Australasian Journal of Special and Inclusive Education Pub Date : 2022-04-27 DOI: 10.1017/jsi.2022.2

Kaaren Haas, M. Carter, J. Stephenson, Vicki Gibbs

{"title":"Benefits and Challenges of a Hybrid Distance Education Program for Autistic School-Age Students: Parent, Student and Teacher Perspectives","authors":"Kaaren Haas, M. Carter, J. Stephenson, Vicki Gibbs","doi":"10.1017/jsi.2022.2","DOIUrl":"https://doi.org/10.1017/jsi.2022.2","url":null,"abstract":"Abstract Parents whose autistic1 child’s needs are not met within mainstream schooling may seek alternative modes of education, such as home or distance education. There is a paucity of research on the delivery of home or distance education programs for autistic students. This study reports on the experiences of parents, students and teachers in the inaugural year of Australia’s first hybrid distance education program (distance education with parent/carers as supervisors) specifically designed for autistic students. Interviews with eight parents, four students and two teachers gathered their perceptions of the program’s benefits, challenges and suggestions for improvements. All parents, students and teachers reported positive overall perceptions of and experiences in the program, and a range of outcomes for students and parents. Flexibility was identified as a key benefit of the program. Challenges identified included a lack of opportunities for students’ social interactions and the effort required of parents to support their child’s participation. Additional longitudinal research is needed to determine the long-term impact of programs of this type and to evaluate strategies for increasing student independence.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"43 1","pages":"61 - 73"},"PeriodicalIF":0.7,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88045451","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

Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools 新南威尔士州学校助教对自我决定教学的重要性和报告频率的看法

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Australasian Journal of Special and Inclusive Education Pub Date : 2022-03-30 DOI: 10.1017/jsi.2021.24

M. Carter, A. Webster, J. Stephenson

{"title":"Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools","authors":"M. Carter, A. Webster, J. Stephenson","doi":"10.1017/jsi.2021.24","DOIUrl":"https://doi.org/10.1017/jsi.2021.24","url":null,"abstract":"Abstract Self-determination skills, including competencies such as decision-making, are regarded by parents and teachers as important for students with special needs. Although not necessarily regarded as appropriate, teaching assistants often take substantial responsibility for delivering educational programs to students and little is known about their perspectives on self-determination. Perspectives of teaching assistants may impact on their support of programs to enhance self-determination that are developed by teachers. Teaching assistants in New South Wales mainstream schools (N = 320) were surveyed regarding their views on the importance and frequency of instruction of seven competencies related to self-determination of students with special needs. Consistent with previous research, assistants rated all the competencies highly in terms of importance, but frequency of implementation was more variable. Moderate correlations were found between ratings of importance and frequency of implementation, suggesting that greater instructional time was devoted to competencies viewed as more important. Limited differences were found between assistants working at primary and secondary levels. Although features of the interactions of teaching assistants that can inhibit self-determination have been often identified in previous research, it is argued that, paradoxically, assistants may be well positioned to facilitate the development of self-determination with appropriate training and supervision. Directions for future research are identified.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"41 6","pages":"33 - 46"},"PeriodicalIF":0.7,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72408258","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 45 issue 2 Cover and Back matter JSI第45卷第2期封面和封底

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-11-18 DOI: 10.1017/jsi.2021.20

引用次数: 0

JSI volume 45 issue 2 Cover and Front matter JSI第45卷第2期封面和封面问题

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-11-18 DOI: 10.1017/jsi.2021.19

引用次数: 0

Analysis and Critique of the Advocacy Paper Towards Inclusive Education: A Necessary Process of Transformation 《全纳教育:转型的必要过程》倡导文件分析与批判

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-11-03 DOI: 10.1017/jsi.2021.23

J. Stephenson, Rahul Ganguly

引用次数: 2

Factors Influencing Teacher Efficacy in Inclusive Education 全纳教育中教师效能感的影响因素

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-10-11 DOI: 10.1017/jsi.2021.22

Gökhan Baş

{"title":"Factors Influencing Teacher Efficacy in Inclusive Education","authors":"Gökhan Baş","doi":"10.1017/jsi.2021.22","DOIUrl":"https://doi.org/10.1017/jsi.2021.22","url":null,"abstract":"Abstract The present research attempted to examine the relative importance of student-related and school-related factors in accounting for teacher efficacy in inclusive education. The research adopted a predictive research design, and the sample of the research consisted of teachers (N = 292) working in public middle schools in the province of Niğde in the Central Anatolia Region of Turkey. To determine the factors influencing teacher efficacy in inclusive education, Teacher Demographic Information Questionnaire and Teacher Efficacy for Inclusive Practices scale were used. In the research, multiple regression analysis was conducted to examine how well each set of independent variables — student-related factors and school-related factors — predicted teacher efficacy in inclusive education. According to the findings, student-related and school-related factors significantly influence teacher efficacy in inclusive education. Regarding the student-related factors, parental involvement, among other variables, was the most substantial predictor of teacher efficacy in inclusive education. Also, in terms of school-related factors, class size was the most substantial predictor of teacher efficacy in inclusive education.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"83 1","pages":"19 - 32"},"PeriodicalIF":0.7,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84030057","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: 3

The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools 主流学校特殊教育需要学生调整与监控的性质

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-09-27 DOI: 10.1017/jsi.2021.21

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

引用次数: 6

School-Based Abuse Prevention Programs for Children With Disabilities: A Qualitative Study of Components and Methods 以学校为基础的残疾儿童虐待预防计划:组成部分和方法的定性研究

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-09-13 DOI: 10.1017/jsi.2021.18

Amanda Nyberg, Ulrika Ferm, J. Bornman

{"title":"School-Based Abuse Prevention Programs for Children With Disabilities: A Qualitative Study of Components and Methods","authors":"Amanda Nyberg, Ulrika Ferm, J. Bornman","doi":"10.1017/jsi.2021.18","DOIUrl":"https://doi.org/10.1017/jsi.2021.18","url":null,"abstract":"Abstract Children with communicative and/or intellectual disabilities are disproportionally affected by abuse when compared to their typically developing peers. In this study, we investigate the key components and teaching methods for abuse prevention programs for use in special schools. The views of parents of children with disabilities were obtained via semistructured individual interviews (n = 6), and the views of special education teachers (n = 7) and practitioners who work with child victims with disabilities (n = 5) via focus groups. Results were coded using thematic analysis and are reported using the behavioural ecological model. Results indicate that children’s rights and empowerment were seen as key components. Videos and role-play were reported as effective interactive teaching methods. Using augmentative and alternative communication strategies, such as pictorial support and manual signs, were thought to increase children’s understanding and participation. We conclude that teacher involvement in school-based abuse prevention is essential to meet the needs of children with disabilities.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"5 1","pages":"252 - 267"},"PeriodicalIF":0.7,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86690287","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: 3

Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program 增加自闭症谱系障碍儿童的参与:成人训练计划的初步调查

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-09-13 DOI: 10.1017/jsi.2021.14

Dervla Beaumont, Tanya Blakey, Neil Stuart, Julia Woodward

引用次数: 2

Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools 通过早期教育促进儿童社会情感学习:金字塔模型在维多利亚学前教育中的试点

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-09-02 DOI: 10.1017/jsi.2021.15

J. Swalwell, L. McLean

{"title":"Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools","authors":"J. Swalwell, L. McLean","doi":"10.1017/jsi.2021.15","DOIUrl":"https://doi.org/10.1017/jsi.2021.15","url":null,"abstract":"Abstract The Pyramid Model (PM) is an evidence-based, early educational framework designed to promote all young children’s social-emotional-behavioural (SEB) learning. The tiered PM early education practice framework, developed in North America, embeds strategies for children with exceptional needs naturally and coherently integrates apparently divergent approaches to promoting young children’s SEB skills. Responsive teaching, which is fundamental to early education practice, is shown to link with positive behaviour support practices by means of incidental and planned intentional teaching. These early education PM practices are intended to promote children’s SEB skills when used together purposefully, consistently, and intensively. The PM’s potential application in Australia was investigated with 4–5-year-olds in 4 Victorian preschools. Quantitative data from the study suggested that after training and subsequent coaching in the PM, there was significant change in intervention educators’ behaviour, which was independently observed and rated using the Teaching Pyramid Observation Tool. Concurrently, the SEB skills of the children in the intervention groups were shown to have developed at a significantly greater rate than the children in the contrast groups as assessed using the Social Skills Improvement System Rating Scales.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"32 1","pages":"122 - 134"},"PeriodicalIF":0.7,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84570260","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