bluuebunny/crossref_metadata_2025 huggingface dataset:
Reading recovery in Sydney primary schools
Authors: Wheldall Kevin
Published: February 2016

This paper reviews the findings from a controlled experimental study of the effectiveness of the Reading Recovery Program undertaken in ten primary schools in Sydney, during the second year of its implementation. Children, selected by their teachers as low progress readers after one year at school, were randomly allocated to either Reading Recovery or to a control condition in which they received only the resource support typically provided to at-risk children. Low progress children from five schools of similar socio-economic level, but without a Reading Recovery Program, also took part in the study. All children were pre-tested on a number of norm and criterion referenced reading related literacy measures, post-tested on the same measures fifteen weeks after the Program commenced, and once again after a further fifteen weeks to assess maintenance effects. Results indicated that Reading Recovery students clearly outperformed students in the control group condition on most measures but, at this early stage of Reading Recovery implementation, there appeared to be no spill-over effects to other low progress students and their teachers in Reading Recovery schools. Furthermore, the practice of matching children to appropriate book level in the regular classroom, which is necessary to ensure maintenance of the Reading Recovery intervention, was not being adopted in most schools. Finally, because of the extremely low book level scores found among all Year 1 children in the ten Reading Recovery schools at the commencement of the study, serious implications arise about the selection of students for Reading Recovery in metropolitan New South Wales, their most appropriate point of entry into the Program, and the maintenance of their skills at discontinuation when they return to regular classes where average book levels continue to be low.
Behaviour State: Exploring Issues in Best Practice for Students with the Most Severe and Multiple Disabilities
Authors: Arthur Michael , Hook Julie , Butterfield Nancy
Published: February 2016

Behaviour state appears to be a powerful variable in students who experience the most severe and multiple disabilities, impacting upon the effectiveness of educational interventions and ultimately the quality of life experienced by individuals with such high support needs.

Most recently, research attention has been paid to the many qualitative dimensions of behaviour state and although at an early stage, such studies have allowed for the delineation of important influencing factors in state change as well as serving to stimulate many new avenues for further research.

This discussion paper will examine, albeit tentatively, the implications of current research in this area with respect to best practice, including aspects of curriculum design and professional development. How effectively does a functional curriculum articulate with the priorities and directions suggested by such research? How can teachers and others working in this area be supported in the provision of meaningful interventions which promote and produce increases in optimal behavioural states? The paper concludes by suggesting future directions for research and practice.
Special Education In Finland: Systems, History and Current Issues
Authors: Ihatsu Markku , Savolainen Hannu
Published: February 2016

Apart from Iceland, Finland is the northernmost country in the world. Geographically it is one of the largest countries in Europe, but with only five million people it is one of the most sparsely populated. Like most other western countries, Finland has undergone a rapid process of urbanisation and change in occupational structure, although this did not begin until the 1940s. Nowadays about 65 per cent of the population live in urban areas (Statistics Finland 1991).
Perceptions of Parent Success in Gifted Families
Authors: Strom Robert , Strom Shirley , Collinsworth Pat
Published: February 2016

This study examined parent influence as perceived by gifted junior high school students and their parents. The 172 parents and their children ages 12 to 14 responded to parallel versions of the Parent Strengths and Needs Inventory which identified: (a) aspects of parenthood that are satisfying, (b) ways in which parents successfully perform their role, (c) the scope of teaching expected of parents, (d) difficulties with the obligations of parenting, (e) child behaviors which are frustrating to parents, and (0 information that parents need to know to function more effectively. Multivariate analysis of variance was utilized to determine the effects of generation of respondent, gender of parent, and child school performance on parent effectiveness. Analyses revealed significant main effects for all three independent variables. Interaction effects emerged for child school performance and parent gender. Implications are considered for planning parent education programs.
Education for All or for Some? International Principles and Practice
Authors: Mittler Peter
Published: February 2016

It is axiomatic that people with intellectual disabilities have the same human and civil rights to education as other citizens and that they must therefore have the same opportunities to attend their local schools and educational facilities. This is a fine vision. But it is far from the reality experienced by the majority of people with intellectual disabilities across the world.

No country in the world has reason to be satisfied with the quality of the educational facilities which it provides for people with intellectual disabilities. But enough examples of good practice exist in different countries to make it possible for all of us to reappraise ways in which a higher quality of inclusive education and schooling could be provided for people with intellectual disabilities and the contribution that we can make personally and professionally to that process.

In the field of intellectual disabilities, we need to define education in very broad terms as anything which systematically promotes learning and development. Defined in this way, education is a lifelong process which neither begins nor ends with schooling. Similarly, it is carried out by many people who are not teachers. Parents are at the heart of this process from the outset. The years spent at school are clearly of vital importance but they are only one element of the educational process. There is a sense in which all work with people with intellectual disabilities is educational, whatever the setting, in so far as it helps them to learn and to develop knowledge, skills and understanding.
International Cooperation For Inclusive Education
Authors: MacMullin Colin , Vaz Mary Anne
Published: February 2016

Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
“Love Thy Neighbour”; Forging Links with Countries in the South Pacific Region
Authors: Price Penny
Published: February 2016

I am honoured by your invitation to present a Keynote Address at the 19th National Conference of the Australian Association of Special Education, and particularly pleased to have the opportunity to return to Darwin. I last visited here in 1990, to attend the UNESCO South East Asia and South Pacific Sub-Regional Conference “Education for All”. In 1991 I left Australia to undertake an AIDAB (now known as AusAID), project in the South Pacific region. So I have had the opportunity to view at first hand the progress that has been made towards the UNESCO goal of “Education for AH”, in a number of Pacific countries, during the past four years.
The Fifth Len Cosson Memorial Lecture, 1994
Authors: Wright Cyd A.
Published: February 2016

It is a great privilege to give this lecture in memory of Len Cosson who was a colleague and a close personal friend. Life is full of ironies because those of you who remember Len’s teaching methods will know that he thought lectures were a total waste of time. However I think he would enjoy this occasion on two counts. Firstly he would appreciate the tribute and secondly, knowing his sense of humour he would enjoy enormously the spectacle of me struggling to turn a lecture into an educational experience. The theme of this lecture will be “Learning from George the Third’s Physicians or Minding is not Good Enough”.
Choosing an Early Intervention Program for Hearing Impaired Children
Authors: Deslandes S. , Burnip L.
Published: February 2016

Hearing parents of young children newly diagnosed with a hearing loss typically know little of this condition or how it can best be managed. Information and assistance is available through early intervention programs. However, these take a variety of forms and offer different, sometimes conflicting, philosophies. The selection of an early intervention program is an important choice and one which requires parents to collect and assimilate large amounts of information and opinion. This must be done during what is, for most, a highly traumatic period. It is generally accepted that parents should make the major choices for themselves and their children, rather than have them made for them by experts, but that this should be done in a collaborative manner. This requires that the relevant experts are able and willing to provide information and advice which is balanced, comprehensible, and appropriate to the needs and abilities of the parents - that is, information and advice which is helpful. This study surveyed parents who had been through the early intervention process to identify the sources from which they obtained their information, and their perceptions of the helpfulness of the information provided.
An impulse to Soar: Sanitisation, Silencing and Special Education
Authors: Giorcelli Loretta R.
Published: February 2016

The Des English Memorial Lecture provides an unique opportunity each year to reflect on the history that has brought us together and has carried us to this point in the evolution of the discipline of special education. It provides us with a time to dream, a time to foreshadow, a time to hint or guess at the better world that we strive to create in our classrooms each day, in our schools each week and in our administrative or academic systems each year. There are many lessons from the educational past for us to heed as we move forward towards the 21st Century and help forge the changes that our schools and services must necessarily undergo in order to serve well future generations of students with special academic and social needs.
The professional Competencies Movement and Special Education
Authors: Jones Robin
Published: February 2016

The teacher competencies movement in Australia is part of the larger national movement which is concerned about competencies statements for all trades and professions. Special educators are not exempt so that professional competencies statements or lists either are, or will be, developed for this profession. In the formulation process several issues and challenges will need to be addressed: the definition of the term “competencies”; the question of generic versus lists re specific disabilities; the purpose(s) of these lists; their dangers and benefits. We would do well to consider these issues now. We should also consider whether such lists or statements can encapsulate the essence of what good special education teaching is about.
Parent Participation in Individualised Educational Program Planning in NSW Schools for Specific Purposes
Authors: Stephenson Jennifer
Published: February 2016

This paper examines the role that parents play in Individual Educational Program (IEP) planning in Schools for Specific Purposes (SSPs) in NSW. Quality Assurance reports on these schools provide information about parent participation and about teacher and parent attitudes to this participation. Many of the practices and attitudes found mirror the experiences reported in USA in the late 1970s and 1980s as parent participation in IEP planning became established in that country. Some suggestions are made as to possible strategies to increase parent involvement by recognising parent values as important determinants of IEP content.
Inclusive Education: A Question of Justice
Authors: Whiting Maureen , Young Janelle
Published: February 2016

This paper presents the findings of a qualitative study of the integration of an exceptional child with Down syndrome into a regular primary school. In investigating the demands made on the teachers in this situation, the researcher attempted to discover personal, professional development and support needs. The data revealed that there were greatly increased demands placed on the teachers of the exceptional child and their personal and professional needs were significant. The study concluded that it is only with adequate professional, financial and moral support of the entire school community that justice for teachers of exceptional children in integrated classrooms is both done and seen to be done.
Using teacher perceptions to screen for primary students with high risk behaviours
Authors: Sugai George , Evans David
Published: February 2016

One of the first steps toward meeting the educational needs of the increasing number of students who display high risk behaviours is to identify who these students are and how many exist in public school classrooms. The purpose of the present study was twofold in nature: (a) to use teacher ratings to determine the proportion of students who were judged to be high risk for academic and social behaviour failure; and (b) to determine the efficiency and accuracy with which a screening instrument, the High Risk Screening Survey, could determine the proportion of students judged to be high risk. This paper provides a preliminary examination of the usefulness and efficiency of teacher reports and the High Risk Screening Survey. Three hundred and nine teachers, representing 29 schools in a large metropolitan area in Western Australia, rated 8,722 students in preschool and first through seventh grades. Preliminary field validation results indicated that the High Risk Screening Survey appeared to be an efficient, useful, and descriptive tool for assessing the general risk status of students in preschool and grades one through seven. In addition, across seven variables, most students were seen by their teachers as about or above average; in reading, math, and language arts, approximately 7% of all students were judged by their teachers as significantly behind their peers; and in self-management and social interactions with peers and adults, approximately 2% of students were judged by their teachers as significantly behind their peers. Additional findings, limitations, and recommendations are discussed.
Transition of integrated students and students with special needs from primary to secondary school
Authors: Feeney Carmel , Best G. F.
Published: February 2016

Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
The use of a structured literacy program to facilitate the inclusion of marginal and special education students into regular classes
Authors: Center Yola , Freeman Louella
Published: February 2016

A preliminary study was carried out to evaluate the use of a whole class early literacy program with disadvantaged and at risk children. This program, Schoolwide Early Language and Literacy (SWELL) is based on an interactive-compensatory theory of literacy acquisition. Results indicated that by the end of kindergarten, children in SWELL schools outperformed their counterparts in control schools on tests measuring reading connected text but not on other early literacy measures. In addition, marginal children in the mainstream, including those targeted as having mild intellectual disability, were able to master partial phonetic cue reading, in contrast to marginal students in control schools who did not attain this skill. Follow-up studies indicated that by the end of Year 1, all children in SWELL schools outperformed their counterparts in control schools on four early literacy tests, but the effect of the fifth, reading connected text, was only evident in large disadvantaged schools. Marginal students who had received individualised Reading Recovery outperformed marginal students in SWELL schools and control schools who had received small group intervention on reading connected text and on reading pseudowords, but not on tests of segmentation, spelling and writing. No children classified as developmentally delayed received individualised Reading Recovery, but were included in both SWELL small class and control schools small group intervention. Further follow-up mid-way through Year 2, on marginal children only, no longer indicated any differences among the individualised Reading Recovery, SWELL small class or control schools small group. The implications of the use of a structured program such as SWELL, as a whole-class program and the most effective individualised program for inclusion of at risk students are discussed.
An investigation of the oral reading fluency of grade 4 students
Authors: Galbraith Erica , Clayton Mark
Published: February 2016

A curriculum-based one minute oral reading probe was administered to 242 randomly selected, regular Grade 4 students, from 22 Government schools in one large NSW Department of School Education metropolitan school district, to determine reading competence. The results of this easily administered test showed that 22% of students failed to reach 70 CWPM (instructional level) 23% scored 70–100 CWPM, 20% scored 100–119 CWPM and 35% exceeded mastery level, with a score of 120 CWPM or more. It was concluded that the high number, 65%, failing to reach mastery level should be of major concern to district educators and warrants a review of classroom practice in reading instruction with implications for district-wide resource allocation.
Services to Children with Intellectual Disability in New South Wales Government Schools: Parental Perceptions
Authors: Foreman Philip J
Published: February 2016

Parents of 1003 children with moderate or severe intellectual disability attending state schools in New South Wales responded to a survey about provision of services from the time of suspicion or identification of their child’s disability. The survey sought to obtain information about the types of services the parents were offered, the services they used and were still using, and the extent to which they found the services beneficial. Another aim was to see if there were differences between responses of parents of older and younger children which might suggest changes over time or for children of different ages. Parents of younger children were more likely to have received helpful information and to have been referred to support services. Some children were found to be receiving up to eight separate services, while others were receiving nil. Special schools were rated as very useful by the highest number of parents, with parents of younger children showing a slight preference for an integrated placement. Work-related training or activity was mentioned by more than half of the parents as being required in their child’s future.
The Development of a Locus of Control Measure Designed to Assess Intellectually Disabled Students’ Beliefs in Adaptive Behaviour Situations
Authors: Knight Bruce Allen
Published: February 2016

This article presents the background outlining the development of a locus of control measure designed to examine intellectually disabled students’ expectancy of control of reinforcement in the adaptive behaviour domains. The importance of students’ locus of control in behavioural situations is discussed, as is the theoretical framework upon which the Knight Adaptive Behaviour Locus of Control Scale was developed.
Preparing Teachers for Special and General Education through Case-based Instruction: An Analysis of their Perceptions, Learning, and Written Cases
Authors: Mostert Mark P , Kauffman James M
Published: February 2016

Case-based teaching is one way of responding to the challenge of preparing general and special education teachers for the roles they are to assume. We discuss the rationale for case-based instruction and described our efforts to use this approach in teaching a course in behaviour management. Our impression is that although case-based instruction is a promising approach, it has limitations in teacher preparation. It is promising in that it gives voice to teachers’ practical knowledge and helps students become more reflective about teaching practice. It appears to be particularly limited as an approach with trainees who have no prior classroom experience, and it is no substitute for a working knowledge of basic principles.
The Essential Value of Early Education
Authors: Stedman Donald J.
Published: February 2016

The purpose of this presentation is to trace the development of early educational intervention in the United States as a means to prevent intellectual and social retardation. It is meant primarily to summarize the value and effects of such programs and to urge their continued use and development as a primary prevention strategy and a valuable treatment approach to assist children at risk and to encourage families to seek services for handicapped children at the earliest age.
Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions
Authors: Quinn Mark G. , Suitmann William F. , Elkins John
Published: February 2016

A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
Child and Parent Development in Deaf Families
Authors: Stom Robert , Daniels Susan , Jones Elaine
Published: February 2016

This study was conducted to identify the strengths and needs of deaf adults as parents of 7–18 year old hearing children. A cross sectional, descriptive design was used to gather data from a convenience sample of nineteen pairs of deaf parents and their hearing children. The Parental Strengths and Needs Inventory was administered to children in written form and to their parents in sign language via videotape along with structured interviews. Contrary to anecdotal reports about his family constellation, total and subset scores for both groups revealed above average parental success. Comparison of parents’ and children’s scores on parallel forms of the instrument indicated no significant differences, this supporting validity of parents’ scores. Interview responses compared with the content of PSNI revealed that deaf parents share the concerns of normal hearing parents but had additional concerns specific to deafness not addressed by the instrument.
Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education
Authors: Brown Don , Thomson Charlotte , Anderson Angelika , Moore Dennis W. , Walker Joanne , Glynn Ted , Macfarlane Angus , Medcalf John , Ysseldyke James
Published: February 2016

The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.
How Teachers of Young Children Respond to Problem Behaviour in the Classroom
Authors: Stephenson Jennifer , Linfoot Ken , Martin Andrew
Published: February 2016

The strategies that teachers of young children use to deal with problem behaviour in their classrooms were investigated. Teachers of Kindergarten, Year 1 and Year 2 classes in a sample of schools in western Sydney completed a questionnaire that provided information on teacher, class, school and community characteristics as well as their frequency of use of a range of strategies. Teachers reported use of a wide range of strategies with a preference for positive approaches. There was no relationship between the strategies teachers reported using and most teacher, class, school and community variables. The implications of these findings for inservicing and support to teachers are discussed.
Building a School-wide Model for Preventing Reading Difficulties
Authors: Chard David J. , Vaughn Sharon , Tyler Brenda-Jean , Sloan Kris
Published: February 2016

We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K-3 and special education teachers) focused on implementing a school-based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in-class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.
Using Self-Monitoring to Increase the On-Task Behaviour of Three Students with Disabilities During Independent Work
Authors: Anderson Anastasia , Wheldall Kevin
Published: February 2016

The aim of this study was to determine the effectiveness of using a tactile cued self-monitoring device (Watchminder) and a self-recording booklet to improve the on-task behaviour of three primary aged students with disabilities during independent work. A multiple baseline across students with reversal design was used. Two of three participants made clinically significant improvements in on-task behaviour, replicating prior research which found that reactivity from self-monitoring is idiosyncratic to student characteristics. No consistent relationship between self-monitoring accuracy and reactivity was apparent.
Partnerships Between Special Schools and Units and Regular Schools in South Australia
Authors: Horrocks Liz
Published: February 2016

Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.
The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems
Authors: Robinson G. L. , Whiting P. R.
Published: February 2016

A significant proportion of people with learning difficulties have social problems, which are often considered to be the product of school failure. However, a number of studies have suggested that these social skill problems may relate to the inability to decode subtle visual cues of body language and facial expression. The majority of studies of facial expression, however, have viewed learning disability as a unitary condition, without taking account of specific sub‐types which may have more difficulty in processing visual cues, especially for facial emotion. This study investigated children aged 8 to 12 years who were divided into three learning disability sub‐groups: 1) a visual‐perceptual sub‐type called Irlen Syndrome (n=41); 2) a group with learning disabilities, but no indications of Irlen Syndrome (n=30); and 3) a normally achieving control group (n=31). The Irlen Syndrome sub‐group had significantly lower scores for interpreting emotion from facial expression than the two other groups. The learning disabled non‐lrlen sub‐group also had significantly lower scores than the control group, but with much smaller levels of significance than those between the Irlen and control groups.
The professional reading habits of teachers: Implications for student learning
Authors: Rudland Neale , Kemp Coral
Published: February 2016

This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of professional reading undertaken, and the factors that influence the degree and type of professional reading. The literature suggests that teachers engage in relatively little professional reading, especially when compared to the reading habits of other professionals. Further, the reading that is undertaken is principally from periodicals that are largely pragmatic in nature. Issues arising from these findings are explored, current barriers to the promotion of professional reading are identified, and research-based recommendations aimed at changing low levels of professional readership are suggested.
The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education
Authors: West John , Houghton Stephen , Taylor Myra , Ling Phua Kia
Published: February 2016

Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilitiesacknowledgedby significant others. Two, the initial experience of students with vision impairments is such that they have to make majoradjustmentsto adjust to their new learning environment. Three, students with vision impairments state they benefit from receivingsupport and assistancefrom their peers. Four, students with vision impairments state they benefit from theassistanceof teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.
Test Accommodations and Alternative Assessment for Students with a Disability in Australia
Authors: Dempsey Ian , Conway Robert
Published: February 2016

An important contemporary issue in special education is the extent to which students with a disability are included in all mainstream educational activities, including educational accountability. In line with other Western countries, the extent of national testing conducted by Australian schools will increase in the near future. At the moment, the participation of students with a disability in national testing is low and it is unlikely to significantly increase without the development of clear guidelines about allowable accommodations in testing, and the development of alternative assessment protocols for students with high support needs. This paper reviews the recent literature on both accommodations and alternative testing for students with a disability and makes a number of recommendations about the inclusion of students with a disability in national and in school‐based testing.
Current Practices in Alternate Assessment and Access to the General Curriculum for Students with Severe Disabilities in the United States of America
Authors: Browder Diane M. , Spooner Fred , Bingham Mary Anna
Published: February 2016

Alternate assessment and access to the general curriculum are the focus of much attention today for professionals and practitioners who provide services to students who have severe disabilities. Current legislation in the United States requires states to include students with severe disabilities in state‐wide assessments. The rationale is to require schools to be accountable for the progress of all students. Including students with severe disabilities in school accountability systems has created the need to rethink curriculum for this population and develop alternate assessments. In recent decades educators have focused on functional curriculum for students with severe disabilities, but recent federal legislation in the United States called No Child Left Behind requires schools to collect data on the yearly progress in academic content areas. Educators are focusing on ways to define alternate achievement standards for reading and mathematics for students with severe disabilities. States have developed a variety of formats for alternate assessments to be used for students who cannot participate in large scale assessments with accommodations. This article describes: (a) how the move towards including all students in school accountability is impacting curriculum for students with severe disabilities, (b) the decisions states must make in developing alternate assessments, and (c) recommendations for future practice and research.
The Who, What, Where, When, and Why of Self-Monitoring of Student Behaviour
Authors: Anderson Anastasia , Wheldall Kevin
Published: February 2016

This article analysed 44 studies between 1991 and 2003 which report on the effectiveness of self‐monitoring in improving academic, behavioral and social skills of students with a range of disabilities. Using prior reviews by Reid (1996), and Webber, Scheduermann, McCall and Coleman (1993) as a model, study variables were tabulated and analysed. Strengths, weaknesses, and factors which increased the effectiveness of self‐monitoring were discussed.

Analysis of study variables found self‐monitoring of attention, productivity or accuracy effectively increased a range of dependent variables, with productivity producing the greatest reactivity under certain circumstances. However, reactivity was idiosyncratic to participant, setting, and task variables, and teachers should consider student preferences and class pragmatics when choosing monitoring conditions.
The Role of Number Sense in the Identification and Prevention of Mathematics Disability: A Consideration of the Phonemic Awareness/Number Sense Analogy
Authors: Howell Sally , Kemp Coral
Published: February 2016

In a 1999 paper Gersten and Chard proposed that number sense might be to mathematics what phonemic awareness is to reading. They explained the role of phonemic awareness in reading acquisition and its influence on reading research and argued that an understanding of the concept of number sense could be equally influential in the field of mathematics, in particular for the population of students at risk of developing mathematical disabilities (MD). The present paper examines the analogy in the light of existing literature in the area of number sense and concludes that while it may have some merit from a research point of view there are some inherent risks in the promotion of the analogy prior to the research community providing a definition of number sense and sufficient evidence that it is a prerequisite for mathematics success.
Inclusion and Comprehensive School Reform: Lessons from the Field
Authors: Bain Alan , Lancaster Julie
Published: February 2016

Sustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key implications that seem to be preconditions for the success of comprehensive site-based reforms and lead to inclusive practice.
The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers
Authors: Wheldall Kevin , Madelaine Alison
Published: February 2016

The aim of this study was to develop a means of tracking the reading performance of low-progress readers on a weekly basis, so as to inform instructional decision-making. A representative sample of 261 primary school children from Years 1 to 5 were tested on 21 different text passages taken from a developing passage reading test, the Wheldall Assessment of Reading Passages (WARP). The results from this study were used to identify a series of ten ‘progress passages’ that were of very similar difficulty level to a set of three parallel ‘basal’ WARP passages. High parallel form reliability levels were demonstrated among all the passages. It is argued that the ten parallel progress passages may be employed with the original three basal passages, first to establish the current reading performance level of low-progress readers and then to track their progress by administering each of the ten progress passages weekly in turn over a ten week school term.
The Acquisition of Phonological Awareness and its Relationship to Reading in Individuals with Intellectual Disabilities
Authors: Sun Kim Kyoung , Kemp Coral
Published: February 2016

A review of research into the acquisition of phonological awareness skills in individuals with intellectual disabilities, the relationship between phonological awareness and reading in these individuals and the effect of phonological awareness training on the development of their phonological skills is presented. Research indicates that children with intellectual disabilities may take a different path to that of typically developing children in the acquisition of phonological skills. Despite this, there is more similarity than difference between the two groups in the relationship between phonological awareness and the acquisition of reading, the indication being that there is a positive relationship between phonological awareness and reading acquisition for individuals with intellectual disabilities. Moreover, the components of phonological awareness that can be associated with the acquisition of reading are similar for both groups. Limited data indicate that, as with typically developing children, the reading related skills of individuals with intellectual disabilities can be developed through explicit instruction that includes a phonological awareness component.
Effects of a Decoding Program on a Child with Autism Spectrum Disorder
Authors: Infantino Josephine , Hempenstall Kerry
Published: February 2016

This case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant improvements were also noted in receptive language skills. There were no significant changes in phonological and decoding skills for which various possibilities are explored, including the student’s prior double deficit in phonological skills. The findings are consistent with research suggesting that increased intervention intensity, along with greater emphasis on phonological skills may be necessary to advance the decoding skills of children displaying a double deficit. The reading and language outcomes were sufficiently promising to warrant further studies employing methodologically sound group designs with this population.
Recent Research on Troublesome Classroom Behaviour: A Review
Authors: Beaman Robyn , Wheldall Kevin , Kemp Coral
Published: February 2016

A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature (‘talking out of turn’ behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings
Authors: Howard Robin , Ford Jerry
Published: February 2016

This study examined the perceptions of teacher aides regarding their roles and responsibilities in supporting senior students with special needs in mainstream secondary school settings. Fourteen teacher aides were interviewed using a semi‐structured interview guide to determine their views regarding their roles and responsibilities, the challenges they faced, their relationships with parents, teachers and students, and their professional development needs. Findings from the study indicated that the participating teacher aides performed a variety of roles and that they often had a considerable degree of autonomy and responsibility in providing academic, social, and behavioural support to the students they served. Teacher aides reported that they were generally satisfied with their jobs and proud of their contributions and accomplishments. However their relationships with teaching staff were often challenging. Teacher aides also indicated that their roles and responsibilities were not clearly delineated, their professional status was not formally recognised, opportunities for advancement and professional development were limited, and that they received little systematic feedback and evaluation of their performance.
Teaching Sight Word Recognition to Preschoolers with Delays Using Activity-Based Intervention and Didactic Instruction: A Comparison Study
Authors: Hong Sung-Jin , Kemp Coral
Published: February 2016

An alternating treatments design was used to compare the effectiveness of activity-based intervention and didactic instruction to teach sight word reading to four young children with developmental delays attending an inclusive child care centre. Following the collection of baseline measures, the two interventions, counterbalanced for word lists and order of intervention, were implemented twice a week for six weeks. Acquisition of the sight words was assessed by the interventionist in pre-teaching probes and also by a special education teacher known to the children but independent of the research team. Maintenance data were collected three weeks after the intervention was completed. The results indicated that there were no differences between the two instructional approaches in relation to acquisition and maintenance of sight word reading for three of the four children. Features of each intervention and the implications of the findings are discussed.