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JSI volume 43 issue 2 Cover and Front matter JSI第43卷第2期封面和封面问题
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-12-01 DOI: 10.1017/jsi.2019.15
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引用次数: 0
JSI volume 43 issue 2 Cover and Back matter JSI第43卷第2期封面和封底
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-12-01 DOI: 10.1017/jsi.2019.14
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引用次数: 0
Parent and Child Factors Predicting Early Intervention Choices of Australian Parents of Children With Autism Spectrum Disorder 父母和儿童因素对澳大利亚自闭症谱系障碍儿童父母早期干预选择的影响
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-10-04 DOI: 10.1017/jsi.2019.9
Sarah Carlon, M. Carter, J. Stephenson, Naomi Sweller
{"title":"Parent and Child Factors Predicting Early Intervention Choices of Australian Parents of Children With Autism Spectrum Disorder","authors":"Sarah Carlon, M. Carter, J. Stephenson, Naomi Sweller","doi":"10.1017/jsi.2019.9","DOIUrl":"https://doi.org/10.1017/jsi.2019.9","url":null,"abstract":"Abstract Extant research addressing implicit factors related to intervention decisions made by parents of children with autism spectrum disorder (ASD) is limited and findings have been inconsistent. In the present study, 74 parents of preschoolers with ASD were surveyed regarding intervention use. The possible relationships between implicit parent factors (education level, age, causal beliefs about ASD, complementary and alternative medicine [CAM] use, and family income) and child factors (time since diagnosis, and perceived severity of ASD), and the number and type of interventions used were examined. Consistent with previous research, only a small number of significant relationships were found, including that family income, parent use of CAM, mother’s education, parent belief in an unknown aetiology of ASD, and time since child’s diagnosis were all related to the number of interventions used. Some specific findings of previous research were not replicated in the present study (e.g., neither beliefs in environmental aetiology of ASD nor parent education levels were related to the use of specific CAM interventions), indicating that factors affecting decision-making may not be consistent across samples. Nevertheless, future research including an expanded range of possible implicit factors with more diverse samples may provide a more accurate predictive model of parent decision-making.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"11 1","pages":"83 - 101"},"PeriodicalIF":0.7,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81981859","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
Girls and Autism: Educational, Family and Personal Perspectives Edited by Barry Carpenter, Francesca Happé, and Jo Egerton, 2019London, UK: Taylor & Francis, 194 pp., A$62.99, ISBN 978-0-8153-7726-9 《女孩与自闭症:教育、家庭和个人视角》，巴里·卡彭特、弗朗西斯卡·哈佩尔、乔·埃格顿主编，2019年，英国伦敦:泰勒和弗朗西斯出版社，194页，62.99澳元，ISBN 978-0-8153-7726-9
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-09-09 DOI: 10.1017/jsi.2019.8
C. W. Smith
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引用次数: 0
Multiplayer Games: Multimodal Features That Support Friendships of Students With Autism Spectrum Disorder 多人游戏:支持自闭症谱系障碍学生友谊的多模式功能
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-08-01 DOI: 10.1017/jsi.2019.6
Bessie G. Stone, K. Mills, Beth R. Saggers
{"title":"Multiplayer Games: Multimodal Features That Support Friendships of Students With Autism Spectrum Disorder","authors":"Bessie G. Stone, K. Mills, Beth R. Saggers","doi":"10.1017/jsi.2019.6","DOIUrl":"https://doi.org/10.1017/jsi.2019.6","url":null,"abstract":"Abstract There is an absence of research into online friendships and video gaming activities of students with autism spectrum disorder (ASD). In this article we describe how friendships of students with ASD were developed in an online multiplayer context using the popular sandbox game, Minecraft. Multimodal analysis of the data demonstrated that online multiplayer gaming supported students’ use of speech to engage in conversations about their friendships, and to share gaming experiences with their offline and online friends. Online gaming enabled students to visually gather information about their friends’ online status and activities, and to engage in the creative and adventurous use of virtual images and material representations with friends. Despite the benefits for friendships, students with ASD experienced difficulties in friendships in multimodal ways. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of death and damage using written text, and tended to dominate shared creations of virtual images and their representation. The findings have implications to better support the friendships of students through inclusive literacy practices online.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"78 1","pages":"69 - 82"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85510949","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
Brief Report: A Pilot Study Into the Efficacy of a Brief Intervention to Teach Original Fictional Narratives to a Child With ASD and Language Disorder 简要报告:对ASD和语言障碍儿童进行原创小说叙事简短干预教学效果的初步研究
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-07-30 DOI: 10.1017/jsi.2019.7
Kate Favot, M. Carter, J. Stephenson
{"title":"Brief Report: A Pilot Study Into the Efficacy of a Brief Intervention to Teach Original Fictional Narratives to a Child With ASD and Language Disorder","authors":"Kate Favot, M. Carter, J. Stephenson","doi":"10.1017/jsi.2019.7","DOIUrl":"https://doi.org/10.1017/jsi.2019.7","url":null,"abstract":"Abstract The ability to generate narratives is important for literacy development. Children with autism spectrum disorder (ASD) have been found to generate less complex narratives than typically developing peers. This pilot AB study was designed to investigate the efficacy of a brief intervention procedure to develop the macrostructure of original fictional narratives based on a realistic scenario in one child, aged 9 years 8 months, with autism spectrum disorder and language disorder. The intervention targeted the characters, setting, problem, feelings, and fix of fictional narrative. Intervention involved the use of macrostructure icons, pictures to support the generation of narratives, clinician modelling, and the participant telling the entire narrative each session. The participant received 12 training sessions of 4–6 minutes each and the intervention was effective. Areas for future research include implementation of a stronger research design and investigation of generalisation to fantasy-based fictional narratives.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"230 1","pages":"102 - 108"},"PeriodicalIF":0.7,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84441439","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 43 issue 1 Cover and Front matter JSI第43卷第1期封面和封面问题
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-07-01 DOI: 10.1017/jsi.2019.4
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引用次数: 0
JSI volume 43 issue 1 Cover and Back matter JSI第43卷第1期封面和封底
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-07-01 DOI: 10.1017/jsi.2019.5
{"title":"JSI volume 43 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jsi.2019.5","DOIUrl":"https://doi.org/10.1017/jsi.2019.5","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"45 1","pages":"b1 - b4"},"PeriodicalIF":0.7,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88546778","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 Impact of Funding Models on the Education of Students With Autism Spectrum Disorder 资助模式对自闭症谱系障碍学生教育的影响
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-05-24 DOI: 10.1017/jsi.2019.1
U. Sharma, B. Furlonger, C. Forlin
{"title":"The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder","authors":"U. Sharma, B. Furlonger, C. Forlin","doi":"10.1017/jsi.2019.1","DOIUrl":"https://doi.org/10.1017/jsi.2019.1","url":null,"abstract":"Abstract Currently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"99 1","pages":"1 - 11"},"PeriodicalIF":0.7,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88927167","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: 4
Supporting Students With Communication Impairment in Australian Schools: Administering the Obligation to Make Reasonable Adjustment 支持澳大利亚学校中有沟通障碍的学生:管理合理调整的义务
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2019-05-24 DOI: 10.1017/jsi.2019.2
E. Dickson
{"title":"Supporting Students With Communication Impairment in Australian Schools: Administering the Obligation to Make Reasonable Adjustment","authors":"E. Dickson","doi":"10.1017/jsi.2019.2","DOIUrl":"https://doi.org/10.1017/jsi.2019.2","url":null,"abstract":"Abstract In this article, I address the problem that education support for students with communication impairment may be delivered in an inconsistent manner within schools, or school systems, exposing affected students to harm and affected schools to the risk of litigation. Analysis of relevant Australian disability discrimination legislation and related case law demonstrates that there is a legal obligation to make reasonable adjustment for students with communication impairment and that a fair and equitable system may be postulated to administer that obligation. The Australian Government has recently committed to a needs-based funding model for Australian schools but further work needs to be done to establish how resources that flow to schools under that model should best be applied. This article aims to provide some guidance to those who will make decisions within schools about the management of the sometimes scarce and often expensive support resources for students with communication impairment.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"15 1","pages":"41 - 53"},"PeriodicalIF":0.7,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78037740","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: 5
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