Australasian Journal of Special and Inclusive Education最新文献_第6页

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model 实施学校行为支持计划的大学校长结构:地方管理小组模式的作用

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-05-13 DOI: 10.1017/jsi.2021.4

Judith Foggett, R. Conway, K. Dally

{"title":"Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model","authors":"Judith Foggett, R. Conway, K. Dally","doi":"10.1017/jsi.2021.4","DOIUrl":"https://doi.org/10.1017/jsi.2021.4","url":null,"abstract":"Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"9 1","pages":"191 - 204"},"PeriodicalIF":0.7,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90725344","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

Integration to Inclusion in Hong Kong: Not an Easy Progression 香港从融合到共融:并非一帆风顺

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-05-11 DOI: 10.1017/jsi.2021.5

P. Westwood

引用次数: 0

A Preliminary Study of Students With Disabilities in ‘Flexi’ Education Settings “弹性”教育环境下残疾学生的初步研究

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-04-12 DOI: 10.1017/jsi.2021.3

Jeff Thomas, C. Rayner

{"title":"A Preliminary Study of Students With Disabilities in ‘Flexi’ Education Settings","authors":"Jeff Thomas, C. Rayner","doi":"10.1017/jsi.2021.3","DOIUrl":"https://doi.org/10.1017/jsi.2021.3","url":null,"abstract":"Abstract Flexible learning programs (FLPs) provide a place for students who have disengaged and disconnected from mainstream schools. Despite the legislative framework in Australia supporting the participation of students with disability in their local mainstream schools wherever possible, very little research focusing on whether students with disability are being excluded from, or dropping out of, mainstream schools into these FLPs has been conducted. In this paper, we report on the findings of an online cross-sectional survey of FLP leaders about their student populations, with a focus on the 10 most prevalent disabilities among Australian children. Data from the 22 participants who completed all items of the survey were analysed. The participants’ (n = 22) schools represented a total enrolment of 2,383 students in FLPs across Australia: Tasmania (n = 3), Victoria (n = 5), New South Wales (n = 5), Queensland (n = 4), Western Australia (n = 3), and South Australia (n = 2). We found that while there was an apparent overrepresentation of students with certain types of disabilities in FLPs, others were not overrepresented at all. The findings of this preliminary study are discussed, with an exploration of issues relating to why students with some disabilities may be more likely to disengage, or be excluded, from mainstream schooling while others are not, as well as recommendations for future research.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"12 1","pages":"76 - 89"},"PeriodicalIF":0.7,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85202867","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

Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities 构建全纳教育劳动力能力:学校校长的角色与责任认知

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-02-26 DOI: 10.1017/jsi.2021.2

Jill Duncan, Renée Punch

引用次数: 1

Tic of the Iceberg: Strategies to Support Students With Tourette Syndrome in Higher Education 冰山之角:高等教育中支持抽动秽语综合症学生的策略

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Australasian Journal of Special and Inclusive Education Pub Date : 2021-02-15 DOI: 10.1017/jsi.2021.1

S. Elsom, Angela M Hansen

引用次数: 0

JSI volume 44 issue 2 Cover and Front matter JSI第44卷第2期封面和封面问题

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Australasian Journal of Special and Inclusive Education Pub Date : 2020-12-01 DOI: 10.1017/jsi.2020.14

引用次数: 0

JSI volume 44 issue 2 Cover and Back matter JSI第44卷第2期封面和封底

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Australasian Journal of Special and Inclusive Education Pub Date : 2020-12-01 DOI: 10.1017/jsi.2020.15

引用次数: 0

The Subjective Norm and Attitudes of Preservice Teachers Toward Pupils With a Disability: An Experiment Based on the Cognitive Dissonance Theory 职前教师对残疾学生的主观规范与态度:基于认知失调理论的实验

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Australasian Journal of Special and Inclusive Education Pub Date : 2020-11-09 DOI: 10.1017/jsi.2020.18

E. Emmers, D. Baeyens, K. Petry

{"title":"The Subjective Norm and Attitudes of Preservice Teachers Toward Pupils With a Disability: An Experiment Based on the Cognitive Dissonance Theory","authors":"E. Emmers, D. Baeyens, K. Petry","doi":"10.1017/jsi.2020.18","DOIUrl":"https://doi.org/10.1017/jsi.2020.18","url":null,"abstract":"Abstract Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"58 1","pages":"49 - 61"},"PeriodicalIF":0.7,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81438779","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

Developing a Case for Special Provisions During Examinations 为考试期间的特殊规定制定案例

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Australasian Journal of Special and Inclusive Education Pub Date : 2020-11-05 DOI: 10.1017/jsi.2020.17

Lara Griffin, David Evans

引用次数: 0

Data Practices in Australian Early Childhood Programs for Children With Additional Needs 澳大利亚有额外需求儿童早期教育项目的数据实践

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Australasian Journal of Special and Inclusive Education Pub Date : 2020-11-04 DOI: 10.1017/jsi.2020.16

Y. Kishida, M. Carter, Coral Kemp

{"title":"Data Practices in Australian Early Childhood Programs for Children With Additional Needs","authors":"Y. Kishida, M. Carter, Coral Kemp","doi":"10.1017/jsi.2020.16","DOIUrl":"https://doi.org/10.1017/jsi.2020.16","url":null,"abstract":"Abstract Although the use of data is important for informing inclusive practice, research into Australian early childhood educators’ data practice is limited. Types of data collected in early childhood settings and the use of these data were investigated. Surveys completed by 105 early childhood educators across Australia indicated that anecdotal written records, photos, and children’s work samples were the predominant data collection strategies used for both children with and without additional needs. More educators reported that they collected counted or timed behaviour data for children with additional needs than for those without additional needs. One third of educators did not indicate that they collect this type of data. The majority of educators indicated that they value the use of data in their practice, reported that they use data for progress monitoring and modification of activities to meet the needs of individuals with additional needs, and perceived that they were confident in using the data collection strategies that they nominated. The data that these Australian early childhood educators used were predominantly qualitative, suggesting that training is needed for educators to collect and utilise both qualitative and quantitative data to assist with instructional decision-making.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"26 1","pages":"34 - 48"},"PeriodicalIF":0.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84010742","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