Academic literature on the topic 'Learning disabilities Victoria'

TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC

Thirty-nine seventh- and eighth-grade students with learning disabilities received verbal and spatial information about eighteenth-century North American battles under two conditions. In the control condition, learners were provided a map depicting locations of battles, accompanied by descriptive/decorative pictures. Mnemonic condition learners received the same map with the exception that pictures accompanying place names represented reconstructed keywords of those names. In both conditions, pictures were colored red if they represented British victories, blue if they represented American victories. After a training session and a 90-second filler activity, students were asked to locate each battle on an unlabeled map and indicate which side had won the battle. Analysis of results indicated that mnemonic condition students significantly outperformed controls on measures of spatial relocation and correct matching of place name with victor. Effects were especially pronounced on the measure of spatial relocation, in which an effect size of over two standard deviations was obtained. Implications for research and practice are discussed.

The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

This article explores the constraints to mainstream sports participation of children with disability in community sports clubs and schools through their lived experiences and the perceptions of parents, teachers, coaches, and club officials. It does so by administering an open-ended survey instrument to a sample of participants recruited from schools, sporting facilities, and disability organizations in New South Wales and Victoria, Australia. The data were analysed through a transdisciplinary conceptual framework which brought together the social model of disability (disability studies) with the leisure constraints framework (leisure studies), which have been encouraged by both academics and practitioners. The findings identified ableist and disablist practices, creating an enabled understanding of the facilitators for social inclusion. Participants perceived that interrelated intrapersonal, interpersonal, and structural constraints excluded children from their desired sporting activities. Through applying the social model of disability to the leisure constraints framework, the findings and discussion showed that a great deal of what had been considered intrapersonal constraints of the child with disability could be reinterpreted as interpersonal and structural constraints through enabling socially inclusive practices. The implications are that a social model of disability brings a new social lens to understanding constraints to sport participation for children with disability and can produce effective strategies for inclusion in sport at schools and community sport clubs.

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

The present article is a research clipping whose general objective was to understand how the organizational structure of a public school made possible the work with students with disabilities for the realization of the truly inclusive education proposal. In this work we discuss the collaboration/partnership in a perspective that articulates the different segments of professionals of the school in the interlocution with the family, perspective that seeks to potentiate the learning of a student’s with disabilities. We present an experience developed with a student of Early Childhood education, in the context of a municipal school in the interior of the state of São Paulo, where the vice-director/researcher presents collaborative processes developed between teacher regent, a teacher of Specialized Educational Assistance (AEE) and an educational agent, subjects who were responsible for preparing and developing projects, activities and teaching materials for the referred student. The data produced for this work are: Teacher's Diary, student’s Individual Development Plan (PDI), evaluation record of the student’s mother, daily register of the vice-director and the reflective register of the teachers and educational agent about their experiences with the student with disabilities. The production of the data was analyzed from the indexing paradigm. Collaboration/partnership was made possible through the constitution of a group of individuals who support each other, experienced joint actions and had feelings of productive belonging, around the common goal of guaranteeing student’s learning. The participation of the family was paramount to the achievement of the objectives proposed with the student with disabilities.ResumoO presente artigo é um recorte de pesquisa que teve como objetivo geral compreender de que forma a estrutura organizativa de uma escola pública possibilitou o trabalho com os alunos público-alvo da educação especial (PAEE) para a efetivação da proposta de educação verdadeiramente inclusiva. Neste trabalho discutimos a colaboração/parceria numa perspectiva que articula os diferentes segmentos de profissionais da escola na interlocução com a família, perspectiva que almeja potencializar a aprendizagem do aluno PAEE. Apresentamos experiência desenvolvida com aluno da Educação Infantil, no contexto de uma escola municipal do interior do estado de São Paulo, em que a vice-diretora/pesquisadora apresenta processos colaborativos desenvolvidos entre professora regente, professora do Atendimento Educacional Especializado (AEE) e agente educacional, sujeitos que se responsabilizaram por elaborar e desenvolver projetos, atividades e materiais pedagógicos para o referido aluno. Os dados produzidos para este trabalho contemplam: Diário de Bordo das professoras, Plano de Desenvolvimento Individual (PDI) do aluno, registro avaliativo da mãe do aluno, caderno de registro cotidiano da vice-diretora e registro reflexivo das professoras e agente educacional sobre suas experiências junto ao aluno PAEE. A produção dos dados foi analisada a partir do paradigma indiciário. A colaboração/parceria foi possibilitada através da constituição de um grupo onde os sujeitos se apoiaram mutuamente, experimentaram ações conjuntas e tinham sentimentos de pertença produtiva, em torno do objetivo comum de garantir a aprendizagem do aluno PAEE. A participação da família foi primordial para o alcance dos objetivos propostos com o aluno PAEE.ResumenEl presente artículo es un recorte de una investigación que tuvo como objetivo general comprender de qué forma la estructura organizativa de una escuela pública posibilitó el trabajo con los alumnos con discapacidad para la realización de la propuesta educativa verdaderamente inclusiva. En este trabajo discutimos la colaboración/asociación en una perspectiva que articula los diferentes segmentos de profesionales de la escuela en la interlocución con la familia, perspectiva que pretende potencializar el aprendizaje del aluno con discapacidad. Presentamos la experiencia desarrollada con un alumno de la Educación Infantil, en el contexto de una escuela municipal del interior del estado de São Paulo, donde la vice-directora/investigadora presenta los procesos colaborativos desarrollados entre la profesora de la sala, la profesora del Atendimiento Educacional Especializados (AEE) e la agente educacional, sujetos que se responsabilizaron por elaborar y desarrollar proyectos, actividades e materiales pedagógicos para el alumno referido. Los datos producidos para este trabajo contemplan: Diario de Bordo de las profesoras, Plano de Desenvolvimiento Individual (PDI) del alumno, registro evaluativo de la madre del alumno, cuaderno de registro cotidiano de la vice-directora e registro reflexivo de las profesoras e agente educacional sobre sus experiencias con el alumno con discapacidad. La producción de los datos fue analizada a partir del paradigma indiciario. La colaboración/asociación fue posible a través de la constitución de un grupo en el cual los sujetos se apoyan mutuamente, experimentan acciones conjuntas y tuvieron sentimientos de pertenencia productiva, en torno al objetivo común de garantizar el aprendizaje del alumno con discapacidad. La participación de la familia fundamental para el logro de los objetivos propuestos con el alumno con discapacidad.Palavras-chave: Educação inclusiva, Aluno PAEE, Práticas colaborativas.Keywords: Inclusive education, Student with disabilities, Collaborative practices.Palavras clave: Educación inclusiva, Alumno com discapacidade, Prácticas inclusivas.ReferencesBETEGHELLI, Tagiane Giorgetti dos Santos. A professora coordenadora na educação infantil: na composição da organização do trabalho pedagógico e da formação dos educadores. 2018, 203p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2018.BRASIL. Marcos Políticos-Legais da Educação Especial na Perspectiva da Educação Inclusiva. Ministério da Educação. Secretaria de Educação Especial. Brasília: Secretaria de Educação Especial, 2010.CAPELLINI, Vera Lúcia Messias Fialho (org.); ZANATA, Eliana Marques; PEREIRA, Verônica Aparecida. Práticas educativas: ensino colaborativo. Práticas em Educação Especial e Inclusiva na área da deficiência mental. Bauru/SP: MEC/FC/SEE, 2008.CAPELLINI, Vera Lúcia Messias Fialho. Formação Continuada por meio da Consultoria Colaborativa: compromisso com o ensino-aprendizagem de todos os alunos. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A Pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.CHALUH, Laura Noemi. Do trabalho coletivo na escola: encontros na diferença. Pro-Posições. Campinas, vol. 21, nº 2 (62), maio/ago., 2010, pp. 207-223.FERNANDES, Carla Helena. Relatório Final de Estágio Pós-Doutoral. 2017, 300p. Universidade Estadual Paulista “Júlio de Mesquita Filho”. Rio Claro/SP: Unesp, 2017.GINZBURG, Carlo. Mitos, emblemas, sinais: morfologia e história. São Paulo: Companhia das Letras, 1989.JESUS, Denise Meirelles de; GONÇALVES, Agda Felipe Silva; VIEIRA, Alexandro Braga; EFFGEN, Ariadna Pereira Siqueira. As políticas públicas em ação no estado do Espírito Santo: o que dizem as superintendências e as secretarias municipais de educação. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.LIMA, M. E. C. C.; GERALDI, C. M. G.; GERALDI, J.W. O trabalho com narrativas na investigação em educação. Educação em Revista. Belo Horizonte, vol.31, nº.01, jan-mar., 2015, pp. 17-44.MAZZOTTA, Marcos José da Silveira. Educação Especial no Brasil: História e Políticas Públicas. 3ª ed. São Paulo: Cortez, 2001.MENDES, Enicéia Gonçalves; VILARONGA, Carla Ariela Rios; ZERBATO, Ana Paula. Ensino colaborativo como apoio à inclusão escolar: unindo esforços entre educação comum e especial. São Carlos: EdUFSCar, 2014.ORSATI, Fernanda T. Acomodações, modificações e práticas efetivas para a sala de aula inclusiva. Temas sobre Desenvolvimento, 19 (107). São Paulo: pp. 213-222, 2013.PRIMO, Dorian Regina B. S.; MOTTA JÚNIOR, Ademar Simões da. A influência da ludicidade na aquisição da aprendizagem de crianças com necessidades educativas especiais nas séries iniciais. In: CARVALHO, Edemir de; CARVALHO, Carmem Silvia B. F. (orgs.). Práticas Pedagógicas: entre as teorias e metodologias, as necessidades educativas especiais. Marília: Oficina Universitária. São Paulo: Cultura Acadêmica, 2012.RIO CLARO. Projeto Político Pedagógico da Escola Municipal Professor Victorino Machado. Rio Claro: Secretaria Municipal da Educação, 2015.RIO CLARO. Reorientação Curricular da Rede Municipal de Educação de RioClaro. Rio Claro, SP: Secretaria Municipal da Educação, 2008.RIZZI, E.; GONZALEZ, M.; XIMENES, S. Direito humano à educação. Coleção Manual de Direitos Humanos. 2ª ed. Organização: Plataforma Dhesca Brasil e Ação Educativa. Brasília: vol. 7, novembro de 2011.ROSALEN, Patrícia C. Práticas colaborativas no trabalho com alunos Público-alvo da Educação Especial (PAEE): o cotidiano de uma escola polo. 2019, 242p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2019.SÁNCHEZ, Pilar Arnaiz. A educação inclusiva na Espanha. In: FÁVERO, Osmar; FERREIRA, Windys; IRELAND, Timothy; BARREIROS, Débora (orgs.). Tornar a educação inclusiva. Brasília: UNESCO, 2009.SASSAKI, Romeu Kasumi. Inclusão: o paradigma do século 21. Inclusão – Revista da Educação Especial. Brasília, vol. 1, nº 1, out. 2005, pp. 19-23.SIGOLO, Sílvia Regina R. L. Envolvimento Familiar e Educação Inclusiva: uma mútua contribuição. 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This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom.

Abstract Flexible learning programs (FLPs) provide a place for students who have disengaged and disconnected from mainstream schools. Despite the legislative framework in Australia supporting the participation of students with disability in their local mainstream schools wherever possible, very little research focusing on whether students with disability are being excluded from, or dropping out of, mainstream schools into these FLPs has been conducted. In this paper, we report on the findings of an online cross-sectional survey of FLP leaders about their student populations, with a focus on the 10 most prevalent disabilities among Australian children. Data from the 22 participants who completed all items of the survey were analysed. The participants’ (n = 22) schools represented a total enrolment of 2,383 students in FLPs across Australia: Tasmania (n = 3), Victoria (n = 5), New South Wales (n = 5), Queensland (n = 4), Western Australia (n = 3), and South Australia (n = 2). We found that while there was an apparent overrepresentation of students with certain types of disabilities in FLPs, others were not overrepresented at all. The findings of this preliminary study are discussed, with an exploration of issues relating to why students with some disabilities may be more likely to disengage, or be excluded, from mainstream schooling while others are not, as well as recommendations for future research.

04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: rineke@language.sdu.dk). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: j.carr@qut.edu.au). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: m-chalhoub-deville@uiowa.edu). Second language interaction: current perspectives and future trends. 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(Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). 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TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). 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This thesis investigates the impact of ICT on the learning outcomes for Learning Disabilities (LD) or special needs students, in a special school setting. The literature reported a significant prevalence of LD universally, ranging from physical and mild to extreme disabilities. It highlighted that there are a significant number of students with learning disabilities who require assistance and support in their learning. Assistive technology plays a significant role for educators and students with learning disabilities in facilitating the learning outcomes. The Internet and Information and Communication Technologies (ICT) play a major part in shaping the knowledge and skills of LD students. Assistive technology has introduced awareness for both educators and students and, for the past decade, there has been a growing effort in designing and developing ICT based platforms to enhance the learning outcomes of these students. With the emergence of new technologies like Web 2.0, the need to design appropriate tools and provide an environment that is conducive to successful learning is stronger. This thesis examines the various teaching methodologies and ICT innovation in a holistic way. The literature shows that although there are some studies that investigate the impact of technology on the learning for special needs students, most of the data are second source. This study presents results from participant observations in two outer suburban special schools with students aged between 14-18 years, and in addition, examines the role and impact of Education Department policies on the schools‘ ICT environment. These observations are compared with a study based on an individual case of a student from Prep to Year 12 and TAFE. This study identified different categories of special needs students who were catered for in these special schools. These ranged from students with physical or cognitive disabilities, to mainstream students placed temporarily in a hospital. The latter group received ICT support to continue their studies which is now facilitated through a virtual classroom environment.