Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.
{"title":"Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives","authors":"A. Gardner, M. Wong, Belinda Ratcliffe","doi":"10.1017/jsi.2020.13","DOIUrl":"https://doi.org/10.1017/jsi.2020.13","url":null,"abstract":"\u0000 Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"2 1","pages":"18 - 33"},"PeriodicalIF":0.7,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85215553","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}
J. Stephenson, Leah Browne, M. Carter, T. Clark, D. Costley, Jon Martin, Katrina Jane Williams, Susan Bruck, Louise Davies, Naomi Sweller
Abstract The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.
{"title":"Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives","authors":"J. Stephenson, Leah Browne, M. Carter, T. Clark, D. Costley, Jon Martin, Katrina Jane Williams, Susan Bruck, Louise Davies, Naomi Sweller","doi":"10.1017/jsi.2020.12","DOIUrl":"https://doi.org/10.1017/jsi.2020.12","url":null,"abstract":"Abstract The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"125 1","pages":"1 - 17"},"PeriodicalIF":0.7,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89142691","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 It is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.
{"title":"Parent and Teacher Attitudes Towards Inclusive Education in Nauru","authors":"Angela Page, J. Berman, Penelope Serow","doi":"10.1017/jsi.2020.10","DOIUrl":"https://doi.org/10.1017/jsi.2020.10","url":null,"abstract":"Abstract It is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"19 1","pages":"116 - 128"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76787442","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}
Steven J. Singer, Kimberly Cacciato, Julianna Kamenakis, Allison Shapiro
Abstract A Deaf with disabilities (DWD) male professor, 2 hearing female teacher candidates, 11 parents (4 of whom were immigrants), and 6 DWD children sought to better understand the experiences of parents of DWD children by conducting an ethnographic study (Singer, Kamenakis, Shapiro, & Cacciato, in press). The research team recorded reflexive journals as a way to analyse their methodology. In this essay, we reflect on 3 themes developed from the reflexive journals: (a) researcher positionality, (b) negotiating power in research, and (c) language variation in practice. We discuss our experiences and contextualise these accounts within relevant scholarship, attempting to locate some amount of resolution to the very human experiences upon which we reflect. We provide key takeaways for doing research with and among people with disabilities in special educational settings, particularly focusing on people who communicate in nonnormative ways. We conclude with a culminating discussion of the significance of creating emancipatory special education research.
摘要:1名残疾聋人(DWD)男教授、2名听力正常的女教师候选人、11名家长(其中4名是移民)和6名残疾聋人儿童试图通过民族志研究更好地了解残疾聋人儿童父母的经历(Singer, Kamenakis, Shapiro， & Cacciato, in press)。研究小组记录了反思性期刊，以此来分析他们的研究方法。在这篇文章中，我们反思了反思性期刊中发展起来的3个主题:(a)研究人员的立场，(b)研究中的谈判能力，(c)实践中的语言变化。我们讨论我们的经历，并在相关的学术研究中将这些描述置于背景中，试图找到一些解决我们所反思的人类经历的方法。我们提供了在特殊教育环境中对残疾人进行研究的关键要点，特别是关注那些以不规范的方式交流的人。最后，我们对开创解放的特殊教育研究的意义进行了最后的讨论。
{"title":"Implications for Conducting Special Education Research Drawn From the Reflexive Accounts of a Deaf With Disabilities Professor and Three Student Researchers","authors":"Steven J. Singer, Kimberly Cacciato, Julianna Kamenakis, Allison Shapiro","doi":"10.1017/jsi.2020.9","DOIUrl":"https://doi.org/10.1017/jsi.2020.9","url":null,"abstract":"Abstract A Deaf with disabilities (DWD) male professor, 2 hearing female teacher candidates, 11 parents (4 of whom were immigrants), and 6 DWD children sought to better understand the experiences of parents of DWD children by conducting an ethnographic study (Singer, Kamenakis, Shapiro, & Cacciato, in press). The research team recorded reflexive journals as a way to analyse their methodology. In this essay, we reflect on 3 themes developed from the reflexive journals: (a) researcher positionality, (b) negotiating power in research, and (c) language variation in practice. We discuss our experiences and contextualise these accounts within relevant scholarship, attempting to locate some amount of resolution to the very human experiences upon which we reflect. We provide key takeaways for doing research with and among people with disabilities in special educational settings, particularly focusing on people who communicate in nonnormative ways. We conclude with a culminating discussion of the significance of creating emancipatory special education research.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"59 1","pages":"73 - 87"},"PeriodicalIF":0.7,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86890383","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}
Linda Birzenieks, Lisa Hivers, Naomi J Cole, Eleisha Smyth, Lena Hoffman Raap, Janell K. Smith, Justin Wood, Sue Roche, Andrew Wrigley, M. Arthur-Kelly
Abstract This paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach to professional learning for school staff was facilitated with the participating schools in 2018/2019, centred on the Nationally Consistent Collection of Data on School Students with Disability.
{"title":"A Collaborative Approach to Meeting the Requirements of the Nationally Consistent Collection of Data: An Action Research Approach","authors":"Linda Birzenieks, Lisa Hivers, Naomi J Cole, Eleisha Smyth, Lena Hoffman Raap, Janell K. Smith, Justin Wood, Sue Roche, Andrew Wrigley, M. Arthur-Kelly","doi":"10.1017/jsi.2020.8","DOIUrl":"https://doi.org/10.1017/jsi.2020.8","url":null,"abstract":"Abstract This paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach to professional learning for school staff was facilitated with the participating schools in 2018/2019, centred on the Nationally Consistent Collection of Data on School Students with Disability.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"268 1","pages":"129 - 140"},"PeriodicalIF":0.7,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78425976","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 Developing the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.
{"title":"Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements","authors":"K. Aprile, B. Knight","doi":"10.1017/jsi.2020.7","DOIUrl":"https://doi.org/10.1017/jsi.2020.7","url":null,"abstract":"Abstract Developing the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"18 1","pages":"88 - 101"},"PeriodicalIF":0.7,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90794238","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 The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With current literature on collaboration between teachers, parents, and AHPs involved in the education of students with ASD predominantly relating to specific skill or knowledge acquisition, there was an insufficient understanding of ‘collaborative processes’ and the factors that benefit or limit effective practice. In the present study, the researchers explored the experiences, processes, and opinions of parents, teachers, and AHPs supporting students with ASD in mainstream Australian primary schools. A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs) through an online survey, and thematic data analysis was used to qualitatively interpret the open-ended questions. The findings highlight the current opportunities and challenges faced by key stakeholders in this important process.
{"title":"Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students With Autism Spectrum Disorder in Mainstream Australian Schools","authors":"Samantha Vlcek, Michelle Somerton, C. Rayner","doi":"10.1017/jsi.2020.11","DOIUrl":"https://doi.org/10.1017/jsi.2020.11","url":null,"abstract":"Abstract The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With current literature on collaboration between teachers, parents, and AHPs involved in the education of students with ASD predominantly relating to specific skill or knowledge acquisition, there was an insufficient understanding of ‘collaborative processes’ and the factors that benefit or limit effective practice. In the present study, the researchers explored the experiences, processes, and opinions of parents, teachers, and AHPs supporting students with ASD in mainstream Australian primary schools. A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs) through an online survey, and thematic data analysis was used to qualitatively interpret the open-ended questions. The findings highlight the current opportunities and challenges faced by key stakeholders in this important process.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":"102 - 115"},"PeriodicalIF":0.7,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90904213","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 44 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jsi.2020.6","DOIUrl":"https://doi.org/10.1017/jsi.2020.6","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"213 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535983","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 44 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jsi.2020.5","DOIUrl":"https://doi.org/10.1017/jsi.2020.5","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76228446","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}
D. Costley, S. Baldwin, T. Clark, P. Howlin, J. Taffe, Renae Beaumont, K. Gray, S. Einfeld, Jennifer Smith‐Merry, Jacqueline Roberts, K. Sofronoff
Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to ‘problem-solve’ complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly ‘home mission’ assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents’ engagement with these elements of the intervention was linked to the quality of their children’s participation and performance. Sixty-eight 8–14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children’s competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children’s social and emotional skill gains over the course of the program.
{"title":"The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership","authors":"D. Costley, S. Baldwin, T. Clark, P. Howlin, J. Taffe, Renae Beaumont, K. Gray, S. Einfeld, Jennifer Smith‐Merry, Jacqueline Roberts, K. Sofronoff","doi":"10.1017/JSI.2020.2","DOIUrl":"https://doi.org/10.1017/JSI.2020.2","url":null,"abstract":"Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to ‘problem-solve’ complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly ‘home mission’ assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents’ engagement with these elements of the intervention was linked to the quality of their children’s participation and performance. Sixty-eight 8–14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children’s competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children’s social and emotional skill gains over the course of the program.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88868633","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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