Academic literature on the topic 'Students with disabilities Education Australia Case studies'
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Journal articles on the topic "Students with disabilities Education Australia Case studies"
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Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (November 1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.
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In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.
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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.
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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.
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Larrivee, Barbara, Melvyn I. Semmel, and Michael M. Gerber. "Case Studies of Six Schools Varying in Effectiveness for Students with Learning Disabilities." Elementary School Journal 98, no. 1 (September 1997): 27–50. http://dx.doi.org/10.1086/461883.
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Reis, Sally M., Terry W. Neu, and Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved." Exceptional Children 63, no. 4 (June 1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.
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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting.
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Bray, Laura E., Alicia A. Mrachko, and Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.
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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of providing writing instruction in inclusive classrooms. Focus of Study In this study, we examined the writing opportunities provided to students in four eighth-grade English classrooms at a full inclusion middle school. Research Design We employed a qualitative case study design to collect multiple sources of data, including writing tasks, grading requirements, prewriting activities, lesson plans, writing task information sheets, and interviews with teachers. Our analysis sought to triangulate findings from these multiple data sources to examine the types and quality of writing instruction provided in these inclusive English classrooms, along with the factors that influenced this instruction. Findings The findings from this study indicate the writing opportunities provided to students were of poor quality and were influenced by state standards and high-stakes accountability assessments. Furthermore, students with disabilities were provided with nearly the same writing opportunities as their nondisabled peers, with little differentiation, modifica-tion, or accommodation. The study also exposed organizational features and accountability policy pressures that promoted the instructional practice of standardization. Conclusions/Recommendations Our findings suggest that including students with disabilities into a general education English classroom does not necessarily lead to high-quality writing opportunities for those students. Current accountability policy emphasizes the standardization of learning goals and outcomes, with little focus on the actual types and quality of instruction provided to students. We argue that for students with disabilities, focusing solely on teaching grade-level learning standards and improving high-stakes accountability assessments is not the solution for improving instructional opportunities and outcomes. Our findings also revealed that, under certain conditions, standardization of instruction is a potential unintended consequence of inclusive education.
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Peltier, Corey J., Kimberly J. Vannest, and Josh J. Marbach. "A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs." Journal of Special Education 52, no. 2 (March 13, 2018): 89–100. http://dx.doi.org/10.1177/0022466918763173.
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Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report intervention effects; this decision was made because it is more robust than other nonoverlap methods and is frequently reported in published meta-analyses of SCEDs. Moderator analyses included grade of participants, use of technology, disability category, and the type of problems taught. The weighted aggregated Tau U was 88.29% (90% confidence interval [CI] = [80.5%, 96.1%]). Moderator analysis and implications for practice are discussed.
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Rodrigo, Covadonga, and Bernardo Tabuenca. "Learning ecologies in online students with disabilities." Comunicar 28, no. 62 (January 1, 2020): 53–65. http://dx.doi.org/10.3916/c62-2020-05.
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E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style. Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Williams, Kelly J., Christy R. Austin, and Sharon Vaughn. "A Synthesis of Spelling Interventions for Secondary Students With Disabilities." Journal of Special Education 52, no. 1 (September 25, 2017): 3–15. http://dx.doi.org/10.1177/0022466917732777.
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This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compositions. For students with learning disabilities (LD) or emotional and behavioral disorders (EBD), spelling interventions usually emphasized study strategies, while interventions for students with other disabilities (orthopedic impairment, intellectual disability, and autism) emphasized the use of technology. Noticeably absent from these interventions were the direct teaching of phoneme to grapheme correspondences and morphemic approaches, which are often used with students in the elementary grades.
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Ganschow, Lenore. "Diagnosing and Remediating Writing Problems of Gifted Students with Language Learning Disabilities." Journal for the Education of the Gifted 9, no. 1 (October 1985): 25–43. http://dx.doi.org/10.1177/016235328500900104.
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This article examines an approach to diagnosing and remediating writing problems of gifted students with language learning disabilities. Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is described and demonstrated with each case study. An instructional approach which takes into consideration developmental, remedial, and adaptive needs of the individual is examined, and three sample instructional objectives for writing are explored.
Dissertations / Theses on the topic "Students with disabilities Education Australia Case studies"
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Perez, Luis. "The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4560.
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The concept of liminality describes the experiences of individuals who live "between and betwixt" as a result of their indeterminate status in society. This concept seems appropriate to describe the experiences of people who live with vision loss, because we simultaneously belong to two social or cultural groups. On the one hand we must navigate the mainstream society in which we live day to day, which we are often able to do with the vision we have left. On the other hand, our disability sets us apart from that mainstream society. This idea of living in "between and betwixt" the worlds of the blind and the sighted was the personal challenge that motivated me to pursue this autobiographic research through a heuristic framework. With heuristic research, the researcher is involved in the study as a first participant or co-researcher.
The purpose of this heuristic research study was to describe and explain the graduate school experiences of a selected group of graduate students who have visual disabilities in order to help me better understand my own experiences and identity as a graduate student with a visual disability. My exploratory questions that guided this study were:
1. How do I, as a student with a visual disability, perceive and describe my social and academic experiences in graduate school?
2. How do other graduate students who have visual disabilities perceive and describe their social and academic experiences in graduate school?
3. What barriers and challenges do we as graduate students with visual disabilities encounter in graduate school?
4. What factors empower us as students with visual disabilities to achieve success in graduate school?
Employing heuristic research methods, I conducted responsive interviews with three purposefully selected co-researchers who also provided related documents for my review. Alternating periods of immersion and incubation, I examined the data in order to develop an individual depiction for each co-researcher, a group depiction, a detailed portrait of one of the co-researchers, and a creative synthesis that expressed my emerging self-understanding through an artistic approach. This creative synthesis captures my improved appreciation for my liminal status as something to be celebrated rather than overcome.
Analysis of the data yielded a number of common barriers or challenges faced by the co-researchers. These included a continuing lack of accessibility for both instructional materials and online content management systems, as well as feelings of social isolation, especially in relation to their non-disabled peers. To overcome these challenges, the co-researchers relied on the supportive relationships of their family members, their major professors and other staff within their departments. The co-researchers' personal characteristics of perseverance, resilience and resourcefulness also played a key role in their success, as did their ability to reframe their disabilities into a positive aspect of their lives. This reframing of their disabilities, along with their personal strengths, allowed the co-researchers to emerge as powerful advocates for themselves over the course of their graduate studies.
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Fortney, Shirley. "The planned integration of special education students." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172219/.
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Stark, Shirley Patricia Kathleen. "A framework of support for teachers of mentally handicapped students : a case study." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25534.
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The purposes of this case study were: to ascertain the beliefs held by teachers of mentally handicapped students toward the concept of integration; to determine the perceptions of teachers about their program planning practices, in particular the development of Individual Education Programs and their use of the Special Education Core Curriculum Supplement; to elicit teacher opinions regarding their job-related needs for administrative and instructional support and personal professional development; and to generate, in the form of recommendations to the school district, a framework of support combining teachers' perceived needs and district objectives.
The setting of the case study was the anonymously named Burrard School District—a medium-sized school district located in the metropolitan Vancouver area. The participants in the study were fourteen teachers of students with mental handicaps located in five different school settings and members of the District's administrative and consultative staff.
Data for the study were obtained through open-ended "reflective" interviews with the study's participants during the period of May and June 1985. Interviews were tape-recorded and transcribed and condensed into major categories related to the questions posed for the study.
Among the major findings of the study were:
1. Integration is judged to be an appropriate goal for mentally handicapped students in that it results in: more normalized behaviour, greater skill acquisition, improved self-concept, and access to more facilities and activities. 2. Positive attitudes among regular classroom teachers, administrative support, and the degree of co-operation between specialist and general classroom teachers were the factors judged to be minimally required for successful integration.
3. Teachers of mentally handicapped students endorse the development of Individual Education Programs (IEP's) as a part of program development activities, regardless of program type and actual use.
4. Individual Education Programs are used most by teachers of moderately and severely handicapped students and least by teachers of students with mild handicaps.
5. Specific program concerns varied considerably from program to program.
6. Teachers were positive about the structure and philosophy of the Special Education Core Curriculum Supplement and, with
the exception of teachers of the severely/profoundly handicapped, judged it to be a useful guide for program planning.
7. Teachers indicated a desire for more professional development opportunities to gain more expertise, to be reassured of the soundness of their own practices, and to maintain professional affiliations with colleagues.
The findings of the study suggest that teachers of students with mental handicaps have three general concerns: opportunities for expanding their skills, feelings of professional isolation, and the ambiguities of program ownership. The study presented several recommendations for the amelioration of these concerns.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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Neary, Michele Therese. "An ethnographic study of the integration of students with special needs in a regular class." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ50228.pdf.
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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.
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Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants’ perception of students with disabilities as inferior, and how retention as punishment asserts the school’s power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.
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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.
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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.
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Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.
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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.thesis (PhDEducation)--University of South Australia, 2004.
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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.
Full textBooks on the topic "Students with disabilities Education Australia Case studies"
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Jones, Carroll J. Case studies of severely/multihandicapped students. Springfield, Ill., U.S.A: C.C. Thomas, 1993.
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Weishaar, Mary Ellen. Case studies in assessment of students with disabilities. Boston, MA: Pearson, 2005.
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Jones, Carroll J. Case studies of exceptional students: Handicapped and gifted. Springfield, Ill, U.S.A: C.C. Thomas, 1993.
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Education with a difference: Students with learning disabilities succeed at university. Maryvale, NS: Mackerel, 2001.
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Robert, Donmoyer, and Kos Raylene, eds. At-risk students: Portraits, policies, programs, and practices. Albany: State University of New York Press, 1993.
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Stichter, Janine P. An introduction to students with high-incidence disabilities. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2008.
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S, Berres Michael, and Knoblock Peter 1934-, eds. Program models for mainstreaming: Integrating students with moderate to severe disabilities. Rockville, Md: Aspen Publishers, 1987.
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David, Scanlon, ed. Methods and strategies for teaching students with mild disabilities: A case-based approach. Belmont, Calif: Wadsworth, 2010.
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1959-, Mathot-Buckner Connie, and Ferguson Brad 1959-, eds. Transition programs for students with moderate/severe disabilities. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1996.
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Smith, J. David. Inclusion: Schools for all students. Belmont, CA: Wadsworth Pub. Co., 1998.
Find full textBook chapters on the topic "Students with disabilities Education Australia Case studies"
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Stephan, Michelle, and Didem Akyuz. "Teaching Integers to Students with Disabilities: Three Case Studies." In Research in Mathematics Education, 75–108. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_4.
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.
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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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Stockley, Naomi, Rianna Tatana, Roshni Kaur, and Alice Reynolds. "The Pavilion School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 113–23. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1366.
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The Pavilion School is located in Melbourne, Australia. It is a specialist Flexible Learning Option (FLO) for students who have disengaged or been excluded from mainstream education. There are 235 secondary-aged school students enrolled across two campuses in Melbourne’s northern suburbs. A considerable proportion of students at the Pavilion School face significant risk factors which impede their access to education. They are as follows: mental health challenges (60% of students); alcohol and other drug use (49%); school absenteeism (47%); family vulnerability (47%); and youth justice involvement (16%). Other relevant demographics that make up our student population include the following: 25% receive funding as part of the Program for Students with Disabilities (PSD); 24% identify as Aboriginal and Torres Strait Islander; and 10% are in Out of Home Care.
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Adam, Tas, and Arthur Tatnall. "The Impact of ICT in Educating Students with Learning Disabilities in Australian Schools." In Advances in Human and Social Aspects of Technology, 1–14. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch001.
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The term “Learning Difficulties” (sometimes also referred to as Special Needs) is used in reference to students who have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. This is a large heterogeneous group. Another more specific term is “Learning Disabilities” that refers to the small sub-group of students who exhibit severe and unexplained problems. This chapter presents a report on an investigation, framed by the use of actor-network theory, of how the use of Information and Communications Technologies can aid in improving the education of students with Learning Disabilities. The study involved case studies and participant observation of the use of ICT in two outer Melbourne suburban Special Schools and an investigation of the impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of Information and Communications Technologies can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Hodge, Samuel R. "Teaching Students with Disabilities." In Case Studies in Adapted Physical Education, 132–36. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-30.
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Hodge, Samuel R. "Teaching Students with Learning Disabilities." In Case Studies in Adapted Physical Education, 115–19. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-26.
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Hodge, Samuel R. "Teaching Students with Intellectual Disabilities." In Case Studies in Adapted Physical Education, 126–31. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-29.
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Hodge, Samuel R. "Teaching Students with Physical Disabilities." In Case Studies in Adapted Physical Education, 170–72. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-39.
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Murata, Nathan M. "Students with Disabilities on the Playground." In Case Studies in Adapted Physical Education, 72–74. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-16.
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"Case 25 Teaching Students With Learning Disabilities." In Case Studies in Adapted Physical Education, 157–62. Routledge, 2017. http://dx.doi.org/10.4324/9781315136035-26.
Full textReports on the topic "Students with disabilities Education Australia Case studies"
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.
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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).