ORCID Profile
0000-0003-4113-6046
Current Organisation
University of New South Wales
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Counselling, Welfare and Community Services | Social Policy | Policy and Administration
Ability and Disability | Structure, Delivery and Financing of Community Services | Children's/Youth Services and Childcare |
Publisher: Routledge
Date: 16-07-2015
Publisher: Cambridge University Press (CUP)
Date: 07-01-2016
DOI: 10.1017/JSE.2015.15
Abstract: There are no Commonwealth or state laws in Australia that require educational authorities to provide in idualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.
Publisher: IGI Global
Date: 2015
Publisher: Springer Singapore
Date: 2017
Publisher: SAGE Publications
Date: 12-2013
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 23-10-2023
Publisher: Informa UK Limited
Date: 20-04-2023
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-2985-1.CH004
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: Elsevier BV
Date: 2022
Publisher: SAGE Publications
Date: 04-11-2014
Abstract: The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.
Publisher: Routledge
Date: 06-09-2018
Publisher: SAGE Publications
Date: 26-02-2023
DOI: 10.1177/10534512231156896
Abstract: Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children’s Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth.
Publisher: Cambridge University Press (CUP)
Date: 04-03-2020
DOI: 10.1017/JSI.2020.1
Abstract: Students with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal in idual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice.
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 03-07-2014
Publisher: Informa UK Limited
Date: 18-06-2019
Publisher: Informa UK Limited
Date: 26-05-2015
Publisher: Cambridge University Press (CUP)
Date: 04-05-2022
DOI: 10.1017/JSI.2022.1
Abstract: The aim of this systematic review was to map the peer-reviewed literature (2009–2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of wraparound services. Database searches were conducted and a total of 50 articles were identified. The analysis revealed eight different aspects of wraparound efficacy, with mixed results. Nine factors were identified as having a positive enabling, or disabling, effect on the provision of effective wraparound services. The wraparound programs were varied in their nature and in their successful implementation, with time to allow the program to mature and adherence to the 10 principles of the wraparound process emerging as enabling factors for wraparound success.
Publisher: Springer Singapore
Date: 2018
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-5225-0816-8.CH012
Abstract: Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.
Publisher: Springer International Publishing
Date: 2016
Publisher: Informa UK Limited
Date: 20-10-2023
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8395-2.CH002
Abstract: This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4422-9.CH020
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: Springer Science and Business Media LLC
Date: 08-12-2016
Publisher: Cambridge University Press (CUP)
Date: 04-05-2016
DOI: 10.1017/JSE.2016.2
Abstract: Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.
Publisher: IGI Global
Date: 29-06-2023
DOI: 10.4018/979-8-3693-0664-2.CH001
Abstract: Employers increasingly expect new employees to be globally literate. This has raised the expectations of university students, who now expect a culturally erse and internationally focused education experience. One of the ways that this can be accomplished is through the offering of online international collaborative courses. Inter-university international teaching and learning allow both students and teaching staff to engage with erse viewpoints in practice and learning, while gaining exposure to a globally erse experience. The authors explore these courses and their advantages and disadvantages and illustrate this form of course delivery through a case study involving a pre-existing partnership between two leading international universities.
Publisher: Elsevier BV
Date: 2017
Publisher: Cambridge University Press (CUP)
Date: 20-01-2015
DOI: 10.1017/JSE.2014.18
Abstract: Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes. Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for ex le, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes however, further research is needed to verify these preliminary findings.
Publisher: SAGE Publications
Date: 11-12-2020
Abstract: With the rising use of service dogs to support students with disabilities, it is important that teachers are knowledgeable about how they can be incorporated into their classroom. A recent ruling from the U.S. Supreme Court has highlighted the legal responsibility of schools to allow access to the service dogs of students. However, information focusing on the preparation of teachers for this possibility is lacking. This article provides both general and special education teachers with guidelines for including service dogs in their classroom. Background information regarding service dogs is included in addition to practical considerations concerning students, the classroom, the service dog, and planning process.
Publisher: Cambridge University Press (CUP)
Date: 19-02-2016
DOI: 10.1017/JSE.2016.1
Abstract: There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.
Publisher: Springer Science and Business Media LLC
Date: 09-11-2022
DOI: 10.1007/S10639-022-11427-4
Abstract: Technological advances have the potential to support educational partnerships between schools and parents. While the positive benefits of technology for these partnerships have been reported in the literature, there is still incomprehension about how to best use this technology to meet the needs of Indigenous parents. Given the intergenerational impacts of colonisation, socioeconomic stress, structural barriers in schooling, and other critical challenges experienced by Indigenous parents, the use of technology as a tool for partnering with Indigenous parents requires careful consideration of their experiences. Therefore, the aim of this narrative review was to describe key attributes of the use of technology in home-school partnerships with Indigenous parents. Findings revealed that technology integration was beneficial to increasing Indigenous parental engagement, as it was connected to the wellbeing and future of Indigenous young generations. However, it could also exacerbate ide, raise cultural tensions, and bring undesirable consequences. Therefore, as a practical implication, schools should embed culturally appropriate approaches when adopting technology in their partnerships with Indigenous parents.
Publisher: Cambridge University Press (CUP)
Date: 25-03-2018
DOI: 10.1017/JSI.2018.1
Abstract: The aim of the study was to identify transition planning processes as reported by participants for school-aged youth serving custodial sentences in New South Wales (NSW), Australia, and to establish the extent to which these reflect current evidence or research-based transition practices reported in the literature. The authors used inductive content analysis methodology to analyse interviews with 44 staff members from the education and juvenile justice systems in NSW. The findings of the study indicate that although a number of evidence/research-based practices are being used, there are some that still need to be implemented. Specifically, there is a need for more involvement of the families of incarcerated youth and support for the self-determination of the young people in custody.
Publisher: Stockholm University Press
Date: 08-10-2016
Publisher: Wiley
Date: 20-11-2014
DOI: 10.1111/JAR.12076
Abstract: Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. Findings included the experiences of all team members regarding the team building during training. To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned.
Publisher: Elsevier BV
Date: 06-2019
DOI: 10.1016/J.RIDD.2019.04.005
Abstract: Student well-being, though widely researched, continues to be a poorly defined concept. Few student well-being studies focus on students with autism spectrum disorder (ASD), who may have a poorer sense of well-being compared to typically developing students. The current study aims to explore the conceptualisation, barriers, and ways to enhance the well-being of students with ASD from their perspectives. Photovoice, a participatory research method was used to elicit the views of 16 high school students with ASD to explore the concept of well-being. Data analysis was conducted using a grounded theory approach. Students conceptualised well-being as multidimensional, identified sensory barriers, social barriers, and barriers that were associated with learning, and several external and internal assets that could support their well-being. To promote well-being, barriers should be mitigated, while external and internal assets developed. Researchers should also consider the use of Photovoice to enable students' meaningful participation in research studies.
Publisher: Wiley
Date: 22-11-2014
DOI: 10.1111/JAR.12075
Publisher: SAGE Publications
Date: 19-06-2017
Abstract: Mobile technology has become ubiquitous in the education and support of in iduals with disabilities. While this practice is supported under the Universal Design for Learning framework, research in the area has yet to establish a solid evidence base. The majority of the studies in existence are single-subject design studies with a dearth of replication to support their results, and many do not meet the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education guidelines. The following is a meta-analysis of studies that have been conducted in the area of using mobile technology to support in iduals with disabilities. Types of mobile technology, how technology is used, and the effectiveness of its use with this population are explored. The results indicated although there is some evidence of effectiveness to support the use of mobile technology, more research in the area is needed.
Publisher: Informa UK Limited
Date: 03-08-2020
Publisher: Cambridge University Press (CUP)
Date: 26-07-2016
DOI: 10.1017/JSE.2016.7
Abstract: Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of in iduals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-4333-8.CH008
Abstract: Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with erse learners in all levels of classroom instruction.
Publisher: Cambridge University Press (CUP)
Date: 08-10-2018
DOI: 10.1017/JSI.2018.15
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.
Publisher: SAGE Publications
Date: 03-2010
Abstract: Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining this. This article describes a teaching sequence that enables students to create and utilize their own multimedia social skills training modules. This intervention shows promise for social skills training in increasing student motivation, engagement, and generalization. Step-by-step instructions for teacher and student training and facilitation are included.
Publisher: Informa UK Limited
Date: 03-03-2014
Publisher: SAGE Publications
Date: 12-2013
DOI: 10.1177/016264341302800404
Abstract: This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.
Publisher: Wiley
Date: 05-03-2021
DOI: 10.1111/JAR.12869
Abstract: Mobile technology has the potential to assist adults with intellectual disabilities to initiate and maintain social connections in important areas of their lives, such as family, friends and work/volunteering. The present study investigated how specific aspects of mobile device/app use are associated with the social inclusion of people with intellectual disabilities. The study also examined what background attributes were associated with particular patterns of mobile device/app use and social inclusion. The findings revealed that the use of mobile technology among adults with intellectual disabilities was positively associated with their social inclusion with family, friends and work/volunteering. There were also some key background attributes associated with participants’ use of mobile technology and the extent to which mobile technology assisted their social inclusion. Implications for practice and policy are discussed.
Publisher: SAGE Publications
Date: 28-06-2021
DOI: 10.1177/10534512211024940
Abstract: In recent decades, China has experienced rapid economic development, and the education system has significantly improved, especially in special education. However, there are still some issues directly influencing access to and quality of special education in remote and rural areas of China, although the Chinese government has enacted some policies to promote equity and quality of education for students with disabilities. This highlights the need for additional efforts by all levels of government authorities. This column presents a summary of current issues related to the educational provision for students with disabilities in remote or rural areas of China and brief descriptions of main policies in rural education and special education. Suggestions for how to improve the development of special education in rural areas are also provided.
Publisher: SAGE Publications
Date: 03-2008
DOI: 10.1177/016264340802300102
Abstract: This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction on the perceived social behaviors of the students were compared. Maintenance of perceived student social skills over time was examined. Also evaluated were the effects of traditional and combined interventions on student knowledge of social skills. The results indicated that both interventions were effective in improving the students' social skills and their knowledge of social skills. Teachers, parents, and students all perceived that student social skills improved over the course of the study. Students appeared to have maintained the improvements from both interventions over the maintenance periods. The participating teachers perceived that the combined intervention was more effective than the traditional intervention in improving maintenance of social skills. However, parents and students did not perceive any differences in the effectiveness of the two interventions or of the two interventions over time on improving students' social skills performance.
Publisher: IGI Global
DOI: 10.4018/978-1-5225-0034-6.CH062
Abstract: This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.
Publisher: Routledge
Date: 07-09-2015
Publisher: Springer Science and Business Media LLC
Date: 03-09-2022
Publisher: SAGE Publications
Date: 07-03-2014
Abstract: This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.
Publisher: Cambridge University Press (CUP)
Date: 22-06-2023
DOI: 10.1017/JSI.2023.7
Abstract: 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.
Publisher: Informa UK Limited
Date: 20-11-2022
Publisher: SAGE Publications
Date: 14-06-2022
DOI: 10.1177/02614294221108577
Abstract: This study explores South Korean pre-service primary teachers’ attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers’ attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5792-2.CH003
Abstract: This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with erse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.
Publisher: SAGE Publications
Date: 28-07-2016
Abstract: Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined through the lens of the student and her mother, with a focus on these two areas. These experiences are compared to research-based transition practices, with recommendations for improving the process for other students with learning disabilities in the future.
Publisher: SAGE Publications
Date: 03-10-2011
Publisher: IGI Global
DOI: 10.4018/978-1-5225-0034-6.CH092
Abstract: Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with erse learners in all levels of classroom instruction.
Publisher: IGI Global
Date: 2017
Publisher: SAGE Publications
Date: 16-07-2014
Abstract: This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
Publisher: Wiley
Date: 26-07-2022
DOI: 10.1002/REV3.3362
Abstract: The vital role of parents in Indigenous children's education has long been recognised in the school system however, there is still limited understanding of the complex challenges experienced by parents in their educational engagement. This systematic review synthesised evidence from 41 studies to provide an understanding of Indigenous parents' perceptions about their educational engagement and strategies used by schools to facilitate their engagement. By employing a qualitative thematic synthesis, we identified three main themes: (1) the self‐perceived roles of Indigenous parents (2) factors that hinder educational engagement and (3) strategies that can support Indigenous parents. The findings suggest that cultural issues greatly influence the way parents perceive their role and are at the root of the hindering factors and effective strategies for increasing parental engagement. Schools' personnel can create opportunities for authentic collaboration with parents by undertaking a comprehensive identification of impeding factors and employing a strength‐based framework that acknowledges the importance of integrating cultural aspects and culturally responsive approaches. Indigenous parental engagement in schools has continued to be a concern. Although such engagement is widely recognised as essential, fundamental enablers of parental engagement are not thoroughly examined. This study aimed to explore how home‐school relations could be established in ways that accommodate the preferences of Indigenous parents. This study provides a comprehensive analysis of how home‐school partnerships could be undertaken to produce an authentic collaboration between schools and Indigenous parents. The findings contribute to the body of knowledge about the factors hindering Indigenous parental engagement and culturally responsive strategies to enhance it. With the recognition of Indigenous cultures, schools can strengthen their genuine commitments to build an authentic and inclusive collaboration with Indigenous parents by empowering parents to engage in their children‘s education, building culturally responsive relationships with parents, and supporting the whole family and students‘ development. Moreover, policy makers might comprehensively investigate any culturally inappropriate and unsafe regulations in the existing policies and consider holistic programmes that are more culturally responsive.
Publisher: Elsevier BV
Date: 12-2018
DOI: 10.1016/J.RIDD.2018.07.011
Abstract: Students with autism spectrum disorder (ASD) typically struggle with post-school employment, post-secondary education, and independent living outcomes. This may be due to their limited input on the goals that are set for their future during the transition planning process. The aim of this systematic review was to investigate the extent of involvement of students in their IEP transition planning meetings in published research on the topic to date. The authors reviewed articles published between 1994 and 2016. Searches were performed in ERIC, ProQuest Education Journals, PsycINFO, and Scopus databases, resulting in 15 articles meeting the inclusion criteria. Out of the 15 articles included in this review, five were survey research articles and ten were intervention studies. The overall results of the studies revealed that students with ASD had minimal active involvement in the transition planning process. It is essential for teachers to educate students about the transition planning process to increase their awareness of the purposes and procedures of the transition planning meeting. There is a pressing need for a more student-centred approach in transition planning to empower students and support them in becoming better self-advocates.
Publisher: Informa UK Limited
Date: 03-07-2022
Publisher: Informa UK Limited
Date: 26-08-2016
DOI: 10.1080/10400435.2016.1171810
Abstract: This exploratory study investigated the effects of a language building iPad application on the language skills (i.e., receptive vocabulary, expressive vocabulary, and sentence formation) of young students with language-based disabilities. The study utilized a pre-test-post-test control group design. Students in the treatment group used the iPad language building application, Language Builder, for 30 minutes a day. Participants were 31 first-grade to third-grade students with identified language-based disabilities. Students were assigned to two groups for the 8-week intervention. Data indicated that students in the treatment group made significantly greater gains in the area of sentence formation than the control group. Results revealed no significant difference between the two groups in the areas of expressive and receptive vocabulary. A short intervention of using Language Builder via the iPad may increase the sentence formation skills of young students with language delays. Additionally, discussion regarding the usefulness of iPad applications in education is presented.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4502-8.CH032
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: Cambridge University Press (CUP)
Date: 23-12-2016
DOI: 10.1017/JSE.2016.15
Abstract: The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to mainstream settings. Students enrol in mainstream classes in areas that interest them academically and vocationally, while receiving support in developing the necessary social and behavioural skills to successfully fully transition to mainstream and post-school settings. The model, based on the person-centred planning framework, was implemented with 1 student during the last 2 terms of a school year. The outcomes and effectiveness of adopting the model were evaluated by analysing the student's behaviour and attendance, and interviews with principals, teachers, and paraprofessionals. Results indicated improvement in the student's behaviour, attendance, and interpersonal skills.
Publisher: IGI Global
Date: 12-06-2202
DOI: 10.4018/978-1-6684-7370-2.CH014
Abstract: Students with autism spectrum disorder (ASD) often require specialised support. This highlights the need for the provision of high-quality professional development to improve teachers' skills to support these students. There is a dearth of literature investigating the types, duration, and quality of professional development that influence teacher practices with students with ASD in the Chinese context. This chapter aims to fill the gap and explore the professional development needs of special education teachers teaching students with ASD in Western China. The results of the study conducted by the authors indicated that teachers in Western China had a strong desire to participate in autism-specific professional development, but it was rarely available and/or did not meet their needs. The chapter concludes with implications and directions for future teacher professional development in special education.
Publisher: Elsevier BV
Date: 2017
Publisher: Wiley
Date: 26-05-2013
Publisher: Informa UK Limited
Date: 15-05-2022
Publisher: SAGE Publications
Date: 27-09-2021
DOI: 10.1177/10534512211047590
Abstract: There is a call for today’s teachers to be globally literate as their student populations become more erse. Immersive experiences in other countries with international colleagues and students can support the development of global literacy and culturally responsive practice. Preservice special education teachers do not often have opportunities to gain these experiences. The authors use ex les of existing international collaborations in special education to illustrate a variety of ways that preservice and in-service teachers can experience international collaboration.
Publisher: IGI Global
DOI: 10.4018/978-1-5225-0034-6.CH046
Abstract: This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with erse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.
Publisher: Springer Science and Business Media LLC
Date: 26-09-2023
DOI: 10.1007/S13384-022-00570-Z
Abstract: Historically, students attending school in rural and regional New South Wales have experienced poorer outcomes than their peers attending metropolitan schools. The lack of coordinated support services for students with complex support needs compounds this issue. Wraparound models of support have been successful in improving outcomes for students with complex support needs, and the New South Wales government has prioritised the establishment of strong relationships between schools and communities to overcome the limitations of geographic isolation. The aim of the current study was to explore wraparound support for students with complex support needs attending schools in rural and regional New South Wales. A qualitative research approach was employed, and semi-structured interviews were conducted with key stakeholders to gain an in-depth understanding of current successes, barriers, and needs. The findings indicated that wraparound was most effective in rural and remote schools when school staff implemented bespoke approaches to wraparound, such as restorative practices. Resourcing was a barrier found to be central to all schools. Recommendations are provided to enhance the capacity of rural and regional NSW schools to provide wraparound support for students with complex support needs.
Publisher: Elsevier BV
Date: 08-2017
Publisher: SAGE Publications
Date: 08-09-2023
Publisher: SAGE Publications
Date: 28-01-2019
Abstract: Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with emotional and behavior disabilities to improve their behavior. This article provides an overview of the process of data-based in idualization (DBI) to intensify behavioral interventions for students identified as having emotional and behavior disabilities receiving Tier 3 supports. The steps of the DBI process are explained, with a focus on using data to intensify interventions. These practices are examined as components of the broader SWPBIS Tier 3 framework.
Publisher: Elsevier BV
Date: 2016
Location: United States of America
Start Date: 03-2016
End Date: 12-2018
Amount: $392,200.00
Funder: Australian Research Council
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