Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets of worksheets or participate in distance education. The current study was a collaborative action research project involving a special school for students with emotional disability and a local university to examine the effects of replacing online distance education with in-person direct instruction underpinned by Universal Design for Learning. Researchers sought to discover teacher and student perceptions of Universal Design for Learning, enablers and barriers to its implementation, and its effect on attendance and behaviour. Results suggested satisfaction on the part of both students and teachers and a positive effect of Universal Design for Learning on both attendance and behaviour.
{"title":"‘Our Classes Are Like Mainstream School Now’: Implementing Universal Design for Learning at a Special School","authors":"Therese M. Cumming, Lisa Gilanyi","doi":"10.1017/jsi.2023.7","DOIUrl":"https://doi.org/10.1017/jsi.2023.7","url":null,"abstract":"\u0000 Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets of worksheets or participate in distance education. The current study was a collaborative action research project involving a special school for students with emotional disability and a local university to examine the effects of replacing online distance education with in-person direct instruction underpinned by Universal Design for Learning. Researchers sought to discover teacher and student perceptions of Universal Design for Learning, enablers and barriers to its implementation, and its effect on attendance and behaviour. Results suggested satisfaction on the part of both students and teachers and a positive effect of Universal Design for Learning on both attendance and behaviour.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"179 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85768393","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}
{"title":"JSI volume 47 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jsi.2023.5","DOIUrl":"https://doi.org/10.1017/jsi.2023.5","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":"f1 - f2"},"PeriodicalIF":0.7,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88260753","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}
{"title":"JSI volume 47 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jsi.2023.6","DOIUrl":"https://doi.org/10.1017/jsi.2023.6","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"26 1","pages":"b1 - b2"},"PeriodicalIF":0.7,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81499294","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}
Michael Calvi, Ana Paula Alves Vieira, George K. Georgiou, R. Parrila
Abstract A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7–12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed.
{"title":"Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12","authors":"Michael Calvi, Ana Paula Alves Vieira, George K. Georgiou, R. Parrila","doi":"10.1017/jsi.2023.4","DOIUrl":"https://doi.org/10.1017/jsi.2023.4","url":null,"abstract":"Abstract A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7–12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"41 1","pages":"28 - 39"},"PeriodicalIF":0.7,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83879395","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}
Abstract Team participation in whole-school action research can assist the educational reform required for autistic students. Little is known about the experience of school community stakeholders engaged in the first stage of an implementation science process: evaluation of current practice. This study was designed to explore stakeholder experience and knowledge gained following a process of evaluation of whole-school practice related to the education of autistic students. A collective case study was employed across two Australian secondary schools, with team meetings designed to provide an opportunity for the self-evaluation process to take place and the data for the study to be generated. Thematic analysis was used to analyse the dialogue between participants during focus group discussions with each team. Findings are represented through six themes that provide insight for future practice. Both stakeholder teams reported that the evaluation process was a positive experience to engage in and resulted in a strengthening of knowledge about good practice for autistic students. Findings provide encouragement to other school teams engaging in a similar process; however, future teams may need to feel ready for this work and might benefit from the structure of a wider action-research cycle aligned to implementation science processes.
{"title":"Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students","authors":"Helen McLennan, Jacqueline Roberts, Greer Johnson","doi":"10.1017/jsi.2023.3","DOIUrl":"https://doi.org/10.1017/jsi.2023.3","url":null,"abstract":"Abstract Team participation in whole-school action research can assist the educational reform required for autistic students. Little is known about the experience of school community stakeholders engaged in the first stage of an implementation science process: evaluation of current practice. This study was designed to explore stakeholder experience and knowledge gained following a process of evaluation of whole-school practice related to the education of autistic students. A collective case study was employed across two Australian secondary schools, with team meetings designed to provide an opportunity for the self-evaluation process to take place and the data for the study to be generated. Thematic analysis was used to analyse the dialogue between participants during focus group discussions with each team. Findings are represented through six themes that provide insight for future practice. Both stakeholder teams reported that the evaluation process was a positive experience to engage in and resulted in a strengthening of knowledge about good practice for autistic students. Findings provide encouragement to other school teams engaging in a similar process; however, future teams may need to feel ready for this work and might benefit from the structure of a wider action-research cycle aligned to implementation science processes.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"623 1","pages":"14 - 27"},"PeriodicalIF":0.7,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77092123","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}
Abstract Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010–2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced diverse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.
{"title":"Peer Interactions of School-Aged Girls on the Autism Spectrum: A Scoping Review","authors":"M. Tso, I. Strnadová, Joanne Danker, S. O’Neill","doi":"10.1017/jsi.2023.2","DOIUrl":"https://doi.org/10.1017/jsi.2023.2","url":null,"abstract":"Abstract Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010–2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced diverse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"28 1","pages":"40 - 62"},"PeriodicalIF":0.7,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79191003","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}
Abstract Achieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.
{"title":"Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia","authors":"Hongyu Chen, David Evans, Betty Luu","doi":"10.1017/jsi.2023.1","DOIUrl":"https://doi.org/10.1017/jsi.2023.1","url":null,"abstract":"Abstract Achieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"48 1","pages":"1 - 13"},"PeriodicalIF":0.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76202715","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}
{"title":"JSI volume 46 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jsi.2022.13","DOIUrl":"https://doi.org/10.1017/jsi.2022.13","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"32 1","pages":"f1 - f2"},"PeriodicalIF":0.7,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75553744","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}
{"title":"JSI volume 46 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jsi.2022.14","DOIUrl":"https://doi.org/10.1017/jsi.2022.14","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"11 1","pages":"b1 - b2"},"PeriodicalIF":0.7,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85205323","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}
Abstract Teacher–student relationships are critically important for student engagement and learning. Increasingly, children with additional behavioural, physical, communication, and learning needs are supported in the classroom by teacher aides working alongside teachers. Although the teacher aide role is often described as relational, few studies have explicitly examined the nature of the teacher aide–child relationship. This exploratory study in primary schools in Aotearoa New Zealand addresses this gap. Seven teacher aides were interviewed, and thematic analysis was used to construct common themes. The findings show that aides have time to individually know and care for each child and so develop a special relationship that is distinct from other relationships at school. In addition, the relationship is seen as essential to meet the child’s needs and thus enable them to engage in their learning. The teacher aides impact positively on the child’s sense of belonging, emotions, and wellbeing, which act as pathways to student engagement. Further research is needed to explore how these special and essential relationships can be optimised, and, in collaboration with teachers, improve the short- and long-term psychological, social, and educational outcomes for children.
{"title":"Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom","authors":"Jeanette Quill, E. Kahu","doi":"10.1017/jsi.2022.12","DOIUrl":"https://doi.org/10.1017/jsi.2022.12","url":null,"abstract":"Abstract Teacher–student relationships are critically important for student engagement and learning. Increasingly, children with additional behavioural, physical, communication, and learning needs are supported in the classroom by teacher aides working alongside teachers. Although the teacher aide role is often described as relational, few studies have explicitly examined the nature of the teacher aide–child relationship. This exploratory study in primary schools in Aotearoa New Zealand addresses this gap. Seven teacher aides were interviewed, and thematic analysis was used to construct common themes. The findings show that aides have time to individually know and care for each child and so develop a special relationship that is distinct from other relationships at school. In addition, the relationship is seen as essential to meet the child’s needs and thus enable them to engage in their learning. The teacher aides impact positively on the child’s sense of belonging, emotions, and wellbeing, which act as pathways to student engagement. Further research is needed to explore how these special and essential relationships can be optimised, and, in collaboration with teachers, improve the short- and long-term psychological, social, and educational outcomes for children.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"38 1","pages":"164 - 177"},"PeriodicalIF":0.7,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81373340","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}
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