Showing papers in "Support for Learning in 2015"
TL;DR: Inclusive education (IE) is a term that has been part of the educational discourse in Australia for almost two decades and it is accepted that the meaning behind the term has shifted from being exclusively about students with a disability to now encompassing the delivery of a high-quality education to all students as discussed by the authors.
Abstract: Inclusive education ( IE) is a term that has been part of the educational discourse in Australia for almost two decades. While there is no overarching definition under which IE operates in that country, it is accepted that the meaning behind the term has shifted from being exclusively about students with a disability to now encompassing the delivery of a high-quality education to all students. The public education system is carrying the burden of an increasingly diverse student population ( Gonski et al., 2011), and as such, each of the eight educational jurisdictions responsible for the schools within their borders have developed policies and increased funding levels in the name of IE ( Graham, in press). Despite this, there are currently no standards or guidelines provided at the state or federal level to measure the success (or not) of IE practices within Australian educational sectors. This article aims to do just that, by providing a 'report card' on IE in Australia. An extensive review of the current literature and related educational policies and reports was conducted, and Loreman's (2014) three guides for measuring IE - student participation, student achievement and post-school options - were adopted to evaluate the performance of Australia's public education system. The findings indicate that, despite operating under the same national legislative acts, the eight educational jurisdictions in Australia are managing and enacting IE in different ways, leading to inconsistent levels of access and educational outcomes for students. Rates of segregation and exclusion (through both the provision of education in 'alternative' settings and disciplinary action) are on the increase, with disproportionate representation of students from minority groups. This has been exacerbated by the inception of a national testing regime, which some have argued is in breach of the Disability Discrimination Act as it excludes participation by particular groups of students. On the flip side, for the first time Australia has a consistent curriculum that has provided a set of outcomes for all students, and the gap between Indigenous and non-Indigenous students in the areas of literacy and numeracy is on the decrease, albeit a slow decrease. However, there is still a long way to go, and this paper discusses the need for a national approach to IE to enable the continued development of effective schooling for all students across Australia. [ABSTRACT FROM AUTHOR]
72 citations
TL;DR: In this article, a qualitative and flexible case-study approach was used to study and understand the problems faced by first-generation learners and to assist them in achieving their educational goals.
Abstract: Many children from rural communities in India seeking an education are first-generation learners. These children at times find it difficult to cope with the school environment and learning the state language, which is unfamiliar to them. The parents of these children have no academic background or formal education at any level, which leaves them at a disadvantage as a significant part of their educational process occurs at home. This research is an attempt to study and understand the problems that are being faced by first-generation learners and to assist them in achieving their educational goals. The study uses a qualitative and flexible case-study approach, reflecting the real-life complexities of first generation learners. A flexible design with semi-structured interview method has been employed to allow for more freedom during data collection. This provides an opportunity to present the account of the journey and to refine and modify the original plan to follow up issues that emerged during the process of data collection. It is hoped that the study will provide some insight into the educational needs of first-generation learners and influence future school improvement programmes of both governmental and non-governmental rural development organisation. [ABSTRACT FROM AUTHOR]
50 citations
TL;DR: The use of identity-first language is preferred by a large proportion of the autism community; therefore the term "autistic child", rather than "child with autism", is adopted throughout as mentioned in this paper.
Abstract: Scope exists within the Northern Ireland ( NI) education system to transform mainstream schools into autistic spectrum disorder ( ASD)-friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD-friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD-specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity-first language is preferred by a large proportion of the autism community; therefore the term 'autistic child', rather than 'child with autism', is adopted throughout. [ABSTRACT FROM AUTHOR]
32 citations
TL;DR: In this article, the authors report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities and identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed.
Abstract: In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed. [ABSTRACT FROM AUTHOR]
29 citations
TL;DR: In this article, the authors investigated the effect of therapy sessions with dogs on children with autism. But they did not consider the impact of the dogs on the children's social interaction and engagement with teachers.
Abstract: Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi-standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS-2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers. [ABSTRACT FROM AUTHOR]
29 citations
TL;DR: Vaughan and Fuchs as mentioned in this paper provide a commentary on the state of play of inclusive education in the United States, focusing on the promises and limitations of inter-related accountability-and market-driven policies and Response to Intervention.
Abstract: In this article, we provide commentary on the 'state of play' of inclusive education in the United States. We focus on the promises and limitations of inter-related accountability- and market-driven policies and Response to Intervention ( RTI) ( Vaughn and Fuchs, 2003). We argue that these policies and practice have 'hopscotched' their way through inclusive education reform, hopping over core tenets of the inclusive education movement. We propose policies and practices that have a strong commitment to inclusive education and that aim at debunking the myth of the normal child and school. [ABSTRACT FROM AUTHOR]
25 citations
TL;DR: In this article, the authors explore the challenges that Canadians are facing in truly being inclusive in their educational practices, and make three specific recommendations about how we can become more inclusive in our educational practices.
Abstract: Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described. Finally, we explore some of the challenges that Canadians are facing in truly being inclusive in our educational practices, and we make three specific recommendations about how we can become more inclusive. [ABSTRACT FROM AUTHOR]
24 citations
TL;DR: This article examined different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years and gave consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful?
Abstract: In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined [ABSTRACT FROM AUTHOR]
23 citations
TL;DR: In this paper, a focus group was conveyed involving all the learning support assistants working in one mainstream primary school in the north-west of England and thematic analysis was used to interrogate the resultant dataset.
Abstract: This article reports on small-scale research exploring the views of learning support assistants ( LSAs) about facilitators and barriers to effective practice. A focus group was conveyed involving all the LSAs working in one mainstream primary school in the north-west of England and thematic analysis was used to interrogate the resultant dataset. The Wider Pedagogical Role ( WPR) model ( Webster et al., 2011) was used as a deductive framework to conceptualise these findings under the headings of practice, deployment, conditions of employment, preparedness and characteristics. Findings revealed that LSAs could readily identify current facilitators and barriers under each of the five components, highlighting the usefulness of the WPR model. Possibilities for future research, including the refinement and further development of the WPR, are briefly discussed. [ABSTRACT FROM AUTHOR]
21 citations
TL;DR: In this paper, a review of the literature on choice in the field of education can be found, which can be seen that there is still much to be researched in the area of education.
Abstract: Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to self-determination theory (Ryan and Deci, 2000a, 2000b), students' needs for autonomy, competence and relatedness must be met in order to experience positive social development and growth. When these needs are met, students experience high levels of self-motivation. Offering choice in the classroom is one way to increase student motivation by appealing to students' needs for autonomy and competence. In the fields of marketing, economics and social psychology, decision-making research is examined as a way to shape consumers' preferences. This literature review will aim to utilise and possibly translate some of these findings to an educational setting. By examining the aspect of choice in separate fields, it can be seen that there is still much to be researched in the field of education. Recommendations for future research on choice in the field of education are made. [ABSTRACT FROM AUTHOR]
16 citations
TL;DR: In this article, a questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (SEN) in Ireland who were working in primary and post-primary schools.
Abstract: The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/ Diploma in SEN ( ASD) in Ireland who were working in primary and post-primary schools. Findings included strong oral communication between schools, transition programmes in many post-primary schools, a variety of generic and ASD specific strategies in both primary and post-primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community. [ABSTRACT FROM AUTHOR]
TL;DR: The authors discusses articles contained within the issue on topics related to inclusive education, including the national curriculum in Australia, educational reform in the U.S., and social inclusion in schools in Canada.
Abstract: The article presents an introduction in which the author discusses articles contained within the issue on topics related to inclusive education, including the national curriculum in Australia, educational reform in the U.S., and social inclusion in schools in Canada.
TL;DR: In this paper, the current underpinning international and national UK context for developing inclusion in vocational education and training and workplace settings is explored through the justification for developing an EU-funded project entitled "Towards Inclusive Learning Environments ( TILE)" and the creation of an associated audit tool, the "Roadmap for Inclusion", by a partnership group consisting of universities and VET settings from Finland, the Czech Republic, Estonia and England.
Abstract: Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and workplace settings. This context is explored through the justification for developing an EU-funded project entitled 'Towards Inclusive Learning Environments ( TILE)' and the creation of an associated audit tool, the ′Roadmap for Inclusion′, by a partnership group consisting of universities and VET settings from Finland, the Czech Republic, Estonia and England. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, the authors present experiences from vision research implemented in education and argue for the need for teachers with visual competence and insight into suitable methods for stimulation and learning, arguing that vision competence in schools is most useful and ought to be widely accessible.
Abstract: This article presents experiences from vision research implemented in education and argues for the need for teachers with visual competence and insight into suitable methods for stimulation and learning. A new type of continuing professional development ( CPD) focuses on the role of vision in children's learning and development, the consequences of frequently occurring vision disturbances and related new educational possibilities. Participating teachers undertake a period of practical teaching training in their home community. Two students' cases visualise the need to break out of the narrow definition of visual impairment and become capable of evaluating the visual challenges affecting many pupils and their learning. The two cases presented represent various issues of visual challenges; both reached a better functional level, including better reading, following improved vision after the educational interventions. These results illustrate that vision competence in schools is most useful and ought to be widely accessible. [ABSTRACT FROM AUTHOR]
TL;DR: In this article, an approach to the provision of learning mentor services for children with social, emotional and mental health (SEMH) in a primary school based on partnerships between the children and staff in establishing and measuring change is described.
Abstract: A key principle upon which the Revised Special Educational Needs and Disability ( SEND) Code of Practice 0-25 (2015) is based is children's involvement in decision-making that affects them, and a significant change is the removal of the term 'behaviour' and an emphasis on social, emotional and mental health ( SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence-informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, a study completed in a specific school in Bangalore, where most children enter at the pre-school level and continue till high school, found that questions of identity mainly arose when they started questioning the circumstances behind their adoption and searched for answers about their state of belonging.
Abstract: This article draws upon a study completed in a specific school in Bangalore where most children enter at the pre-school level and continue till high school. While the particular children in the study constitute a small number - four - it was observed that questions of identity mainly arose when they started questioning the circumstances behind their adoption, were curious about their biological roots and searched for answers about their state of belonging. The findings in this study derive from observation of these children from the pre-primary level to high school, supplemented by discussions, interviews and feedback from teachers who have worked with them, the parents of the adopted children, fieldwork and personal interactions, and show that sensitive handling and nurturing are essential in helping these children overcome the difficulties they experience. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, the authors investigated the importance of specific skills training for young adults with SEN and also looked at opinions about that training in the area of the retail sector, and subsequently their success in seeking employment.
Abstract: The research reported here was conducted to investigate the perception that people with disabilities find it a challenge to seek employment ( Hernandez et al., ). It is suggested that this situation could be due to a lack of specific employment-based training. Hence young adults with special educational needs ( SEN) may require job-specific training before they seek employment ( Flannery et al., ). This research investigated the importance of specific skills training for young adults with SEN and also looked at opinions about that training in the area of the retail sector for young adults above the age of 18 years with SEN, and subsequently their success in seeking employment. The research was conducted in Chennai in the state of Tamil Nadu. The views of vocational instructors, parents and professionals in the retail sector were analysed, and conclusions were drawn as to whether this sector is a viable proposition as a career option for young adults with SEN. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, the authors discuss some of the challenges of working in international contexts, and suggest that respectful professional development must be founded upon equitable partnerships that involve local colleagues, and that time needs to be invested in understanding national and local initiatives in order to place these within the context of international developments.
Abstract: In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses some of the challenges of working in international contexts, and suggests that respectful professional development must be founded upon equitable partnerships that involve local colleagues. It is suggested that time needs to be invested in understanding national and local initiatives in order to place these within the context of international developments, and that knowledge of local schools and resources is essential to the effective development and delivery of courses. The article is based upon the experiences of tutors from the UK who have been working alongside colleagues from India in the delivery of professional development over many years, and more recently in the management of an MA programme in Special and Inclusive Education in Bangalore. [ABSTRACT FROM AUTHOR]
TL;DR: In this article, the authors explored the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education, training (TVET).
Abstract: This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training ( TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability-focused, non-governmental organisations. Moreover, 14 high-profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training. [ABSTRACT FROM AUTHOR]
TL;DR: In this article, the authors surveyed professionals who had experience providing services to the ASD population regarding the building design and policy features that could facilitate treatment and highlighted the features that were highly endorsed as beneficial in the design of an intensive ASD treatment facility, with the intended purpose of discovering which features create an environment in which the individuals can more easily transition into an appropriate mainstream learning environment.
Abstract: Individuals with autistic spectrum disorder ( ASD) who display severe and challenging behaviour sometimes require centre-based intensive applied behaviour analysis ( ABA) therapy to meet their health, safety and educational needs. Unfortunately, despite the need for centre-based treatment, there is a paucity of empirical research on building and programme design features that influence positive behavioural outcomes for individuals with ASD. We surveyed professionals who had experience providing services to the ASD population regarding the building design and policy features that could facilitate treatment. This article highlights the features that were highly endorsed as beneficial in the design of an intensive ASD treatment facility, with the intended purpose of discovering which features create an environment in which the individuals can more easily transition into an appropriate mainstream learning environment. It is hoped that the results of the survey will be helpful to those developing ASD treatment facilities and allow them to circumvent trial and error that could occur when building a centre from the ground up. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, the authors examined the life-chances (i.e., the likelihood of living a self-sufficient life) of girls with disabilities in rural India and subsequently suggest ways through which one can improve these life chances.
Abstract: Girls with disabilities from lower economic homes are disadvantaged (in terms of gender, disability and poverty) in India, and are often regarded as useless by their communities. There is a need to improve and provide a chance for self-sufficiency among women with disabilities in India. The purpose of this study was to examine the life-chances (i.e. the likelihood of living a self-sufficient life) of girls with disabilities in rural India and subsequently suggest ways through which one can improve these life chances. The study was a single-case study that used data from semi-structured interviews carried out in rural Bangalore. It was found, based on the interviews and available literature on the issue, that women with disabilities are at a disadvantage, especially those in rural settings. The most significant factors that seem to affect the life chances of the subject in the study were parental hesitation, a lack of opportunities and low self-esteem and confidence. The study suggests awareness programmes, counselling and the implementation of home-based education services as some ways through which the life-chances of girls with disabilities are likely to improve. [ABSTRACT FROM AUTHOR]
TL;DR: In this paper, the authors discuss six clusters of reading attitudes/behaviours found in elementary schools, and provide practical teacher tips to be used for reading development with each type of learner.
Abstract: Improving student attitudes toward reading remains of particular concern to elementary school teachers. The development of students' demeanour toward reading is as important, if not more so, than skill enhancement. Unless reading attitudes are maintained and even bolstered, content instruction will not always reach the learner, nor will students use reading as an independent learning tool. Categorising attitudes is much more dynamic than grouping by those who like or dislike reading. Through discovery-oriented, naturalistic inquiry, data were collected and analysed, resulting in emergent themes of student attitudes toward reading. This article will discuss six clusters of reading attitudes/behaviours found in elementary schools, and provide practical teacher tips to be used for reading development with each type of learner. [ABSTRACT FROM AUTHOR]
TL;DR: In this article, a comparative study on the maternal expectations on academic achievements in primary school children residing in Urban South Bangalore, Karnataka, South India has been conducted using structured questionnaires and semi-structured interviews with the participants.
Abstract: Education of girls in India lags behind that of boys and several communities in India fare worse than others. Because of their secondary status in the society, Indian girls tend to suffer from low self-esteem. Thus, it is necessary to study the reasons why girls are being discouraged from attending and completing school as well as what are the expectations mothers have from them when compared to their male siblings. Data was collected using structured questionnaires and semi-structured interviews with the participants. Of 15 mothers, 12 completed the questionnaires; of these, five mothers were interviewed, and their data was used to present the findings of a comparative study on the maternal expectations on academic achievements in primary school children residing in Urban Bangalore, South. This study also throws light on some of the peripheral issues that emerge while considering maternal expectations on academic outcomes. The study examines how maternal expectations might differ in the case of boys versus girls within an Indian context, particularly within an urban setting in Bangalore, Karnataka. No differences were seen in the expectations mothers had of their sons compared to their daughters, but several other issues emerged. The results of this study may not be used conclusively as this is just a small-scale research project and hence no generalisation can be made to address such prevalent cultural issues in India, particularly in Urban South Bangalore, Karnataka, South India. The results of this study illustrate the need for more literature within the Indian context. [ABSTRACT FROM AUTHOR]
TL;DR: In this article, a study conducted on children's social, emotional and behavioural difficulties (SEBD) in a single pre-primary school in Bangalore, with the objective of developing a behaviour management policy for use by teachers, was conducted.
Abstract: This article reports a study conducted on children's social, emotional and behavioural difficulties ( SEBD) in a single pre-primary school in Bangalore, with the objective of developing a behaviour management policy for use by teachers. Limited evidence is available in the Indian literature in the area of SEBD and it remains important to know how the teachers address behaviour in their classrooms and what proposals they have for the provision of effective support for these children in schools. Eight teachers who had expressed concerns about children's SEBD were selected for the study. Questionnaires and semi-structured interviews were used to gather data from these teachers. The first part of the study was focused upon the teachers' understanding of the concept of SEBD and the characteristics associated with this label that they encounter in the classroom. Further attempts were made to explore teachers' strategies and 'solutions' to meet such difficulties in their classrooms. The paper discusses the adaptable framework with guidelines for teachers, formulated from the data gathered from the study, together with ideas accumulated through the use of relevant literature to address SEBD in early years settings in India. [ABSTRACT FROM AUTHOR]