Australasian Journal of Special and Inclusive Education最新文献_第9页

Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan 在不丹，父母参与支持有特殊教育需要的孩子在学校和家里

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Australasian Journal of Special and Inclusive Education Pub Date : 2019-05-21 DOI: 10.1017/jsi.2019.3

Karma Jigyel, Judith Miller, S. Mavropoulou, J. Berman

{"title":"Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan","authors":"Karma Jigyel, Judith Miller, S. Mavropoulou, J. Berman","doi":"10.1017/jsi.2019.3","DOIUrl":"https://doi.org/10.1017/jsi.2019.3","url":null,"abstract":"Abstract This paper reports the findings from a study investigating Bhutanese parents’ involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of children with either full inclusion or partial inclusion in 3 schools located in 3 regions (urban, semi-urban, and rural) and analysed using manual thematic coding and Leximancer text mining software. Of Epstein’s (1987) 6 types of parental involvement activities in education, these parents reported their actions to be parenting, volunteering in schools, supporting learning and development at home, and collaborating with the community. The minimal interaction among the parents was mostly between the stay-in-school urban mothers who had consistent but impromptu and informal interactions. The implications of this study inform the need for schools to respond to policy and to actively engage parents, and for education programs and support groups to be set up to strengthen parental involvement in the education of children with SEN in Bhutan.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"15 1","pages":"54 - 68"},"PeriodicalIF":0.7,"publicationDate":"2019-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87276909","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: 12

Combating Special Educator Attrition: Mentor Teachers’ Perceptions of Job Satisfaction, Resiliency, and Retention 对抗特殊教育工作者的流失:指导教师对工作满意度、弹性和留任的看法

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Australasian Journal of Special and Inclusive Education Pub Date : 2019-05-07 DOI: 10.1017/jsi.2018.20

Samantha Mrstik, Cynthia E. Pearl, Rebecca Hopkins, Eleazar Vasquez III, Matthew T. Marino

引用次数: 5

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability 教师对自闭症谱系障碍和智力障碍学生认知行为方法的理解和应用

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Australasian Journal of Special and Inclusive Education Pub Date : 2019-02-07 DOI: 10.1017/jsi.2018.19

Betty P. V. Ho, J. Stephenson, M. Carter

引用次数: 1

JSI volume 42 issue 2 Cover and Front matter JSI第42卷第2期封面和封面问题

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-12-01 DOI: 10.1017/jsi.2018.17

引用次数: 0

JSI volume 42 issue 2 Cover and Back matter JSI第42卷第2期封面和封底

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-11-09 DOI: 10.1017/jsi.2018.18

引用次数: 0

Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder 在线日常行为报告卡对减少青少年注意力缺陷/多动障碍的非任务行为的效果

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-10-12 DOI: 10.1017/jsi.2018.16

Wendy Yeo, A. Goh, Carol Tan

引用次数: 2

The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres 来龙去脉:校长如何在学校和少年司法中心之间顺利过渡

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-10-08 DOI: 10.1017/jsi.2018.15

S. O’Neill, Therese M. Cumming

引用次数: 0

Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences 在特殊环境中实施澳大利亚残疾学生课程:教师的专业学习经验和偏好

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-08-28 DOI: 10.1017/jsi.2018.14

Julie M. McMillan, K. Carson, P. Walker, Anna G. Noble, J. Jarvis, K. Bissaker

{"title":"Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences","authors":"Julie M. McMillan, K. Carson, P. Walker, Anna G. Noble, J. Jarvis, K. Bissaker","doi":"10.1017/jsi.2018.14","DOIUrl":"https://doi.org/10.1017/jsi.2018.14","url":null,"abstract":"Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"11 1","pages":"127 - 142"},"PeriodicalIF":0.7,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72871465","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

How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework? 残疾学生的教育工作者如何理解和应用澳大利亚课程框架?

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-08-28 DOI: 10.1017/jsi.2018.13

P. Walker, K. Carson, J. Jarvis, Julie M. McMillan, Anna G. Noble, D. Armstrong, K. Bissaker, C. Palmer

{"title":"How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?","authors":"P. Walker, K. Carson, J. Jarvis, Julie M. McMillan, Anna G. Noble, D. Armstrong, K. Bissaker, C. Palmer","doi":"10.1017/jsi.2018.13","DOIUrl":"https://doi.org/10.1017/jsi.2018.13","url":null,"abstract":"Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing to meet the needs of all students with disabilities (SWD) and their teachers. There is a need for research into the daily attempts of educators to navigate the tension between a ‘top-down’ system-wide curriculum and a ‘bottom-up’ regard for individual student needs, with a view to informing both policy and practice. This article is the first of two research papers in which we report the findings from a national online Research in Special Education (RISE) Australian Curriculum Survey of special educators in special schools, classes, and units regarding their experience using the AC to plan for and teach SWD. Survey results indicated (a) inconsistent use of the AC as the primary basis for developing learning objectives and designing learning experiences, (b) infrequent use of the achievement standards to support assessment and reporting, and (c) considerable supplementation of the AC from other resources when educating SWD. Overall, participants expressed a lack of confidence in translating the AC framework into a meaningful curriculum for SWD. Implications for policy, practice, and future research are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":"111 - 126"},"PeriodicalIF":0.7,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89812506","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: 7

Special Issue: Preparing Special and Inclusive Educators for Their New Roles in the 21st Century 特刊:为21世纪的新角色培养特殊和全纳教育工作者

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Australasian Journal of Special and Inclusive Education Pub Date : 2018-07-01 DOI: 10.1017/JSI.2018.7

U. Sharma, M. Arthur-Kelly, David J. Paterson

引用次数: 0