Karma Jigyel, Judith Miller, S. Mavropoulou, J. Berman
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.
{"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}
Samantha Mrstik, Cynthia E. Pearl, Rebecca Hopkins, Eleazar Vasquez III, Matthew T. Marino
Abstract Special educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with teacher retention. A phenomenological research design was employed to identify factors leading participants to persevere where others have not. A representative sample was included of multiple teachers in classrooms of varying grade levels and school districts across central Florida as part of a funded project by the Office of Special Education Services and the U.S. Department of Education. Findings include that teachers of students with ASD who are involved in extracurricular activities may show a lowered burnout rate.
{"title":"Combating Special Educator Attrition: Mentor Teachers’ Perceptions of Job Satisfaction, Resiliency, and Retention","authors":"Samantha Mrstik, Cynthia E. Pearl, Rebecca Hopkins, Eleazar Vasquez III, Matthew T. Marino","doi":"10.1017/jsi.2018.20","DOIUrl":"https://doi.org/10.1017/jsi.2018.20","url":null,"abstract":"Abstract Special educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with teacher retention. A phenomenological research design was employed to identify factors leading participants to persevere where others have not. A representative sample was included of multiple teachers in classrooms of varying grade levels and school districts across central Florida as part of a funded project by the Office of Special Education Services and the U.S. Department of Education. Findings include that teachers of students with ASD who are involved in extracurricular activities may show a lowered burnout rate.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"21 1","pages":"27 - 40"},"PeriodicalIF":0.7,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73482792","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 This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.
{"title":"Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability","authors":"Betty P. V. Ho, J. Stephenson, M. Carter","doi":"10.1017/jsi.2018.19","DOIUrl":"https://doi.org/10.1017/jsi.2018.19","url":null,"abstract":"Abstract This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"161 1","pages":"12 - 26"},"PeriodicalIF":0.7,"publicationDate":"2019-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84459999","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 42 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jsi.2018.17","DOIUrl":"https://doi.org/10.1017/jsi.2018.17","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"18 1","pages":"f1 - f4"},"PeriodicalIF":0.7,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90436727","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 42 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jsi.2018.18","DOIUrl":"https://doi.org/10.1017/jsi.2018.18","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"9 1","pages":"b1 - b4"},"PeriodicalIF":0.7,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84526971","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}
Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.
{"title":"Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder","authors":"Wendy Yeo, A. Goh, Carol Tan","doi":"10.1017/jsi.2018.16","DOIUrl":"https://doi.org/10.1017/jsi.2018.16","url":null,"abstract":"Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"81 1","pages":"143 - 157"},"PeriodicalIF":0.7,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86215452","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}
Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.
{"title":"The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres","authors":"S. O’Neill, Therese M. Cumming","doi":"10.1017/jsi.2018.15","DOIUrl":"https://doi.org/10.1017/jsi.2018.15","url":null,"abstract":"Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"57 1","pages":"158 - 170"},"PeriodicalIF":0.7,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82541825","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}
Julie M. McMillan, K. Carson, P. Walker, Anna G. Noble, J. Jarvis, K. Bissaker
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.
{"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}
P. Walker, K. Carson, J. Jarvis, Julie M. McMillan, Anna G. Noble, D. Armstrong, K. Bissaker, C. Palmer
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.
{"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}
{"title":"Special Issue: Preparing Special and Inclusive Educators for Their New Roles in the 21st Century","authors":"U. Sharma, M. Arthur-Kelly, David J. Paterson","doi":"10.1017/JSI.2018.7","DOIUrl":"https://doi.org/10.1017/JSI.2018.7","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"15 1","pages":"1 - 2"},"PeriodicalIF":0.7,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79069801","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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