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Full-Text Articles in Education

Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth Jan 2019

Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth

ECU Publications Post 2013

Background In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform ...


Initial Teacher Preparation For Teaching Students With Exceptionalities: Pre-Service Teachers' Knowledge And Perceived Competence, Michelle L. Bannister-Tyrrell, Sofia Mavropoulou, Marguerite Jones, Jeffrey Bailey, Anne O'Donnell-Ostini, Rinchen Dorji Jan 2018

Initial Teacher Preparation For Teaching Students With Exceptionalities: Pre-Service Teachers' Knowledge And Perceived Competence, Michelle L. Bannister-Tyrrell, Sofia Mavropoulou, Marguerite Jones, Jeffrey Bailey, Anne O'Donnell-Ostini, Rinchen Dorji

Australian Journal of Teacher Education

This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of ‘exceptionality’ to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers’ age, parental status and ...


Re-Theorising Inclusion And Reframing Inclusive Practice In Physical Education, Dawn Penney, Ruth Jeanes, Justen O'Connor, Laura Alfrey Jan 2018

Re-Theorising Inclusion And Reframing Inclusive Practice In Physical Education, Dawn Penney, Ruth Jeanes, Justen O'Connor, Laura Alfrey

ECU Publications Post 2013

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to ...


Why Do You Work With Struggling Students? Teacher Perceptions Of Meaningful Work In Trauma-Impacted Classrooms, Tom Brunzell, Helen Stokes, Lea Waters Jan 2018

Why Do You Work With Struggling Students? Teacher Perceptions Of Meaningful Work In Trauma-Impacted Classrooms, Tom Brunzell, Helen Stokes, Lea Waters

Australian Journal of Teacher Education

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four ...


Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega Jan 2018

Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega

Australian Journal of Teacher Education

Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of ...


Supporting Students With Learning Difficulties In A School Of The Air, Judith Rivalland, Mary Rohl, Pru Smith, The Centre For Inclusive Schooling Learning Difficulties Team, Department Of Education Jan 2017

Supporting Students With Learning Difficulties In A School Of The Air, Judith Rivalland, Mary Rohl, Pru Smith, The Centre For Inclusive Schooling Learning Difficulties Team, Department Of Education

ECU Publications Pre. 2011

This project was funded by Edith Cowan University and the Centre for Inclusive Schooling (Department of Education, formerly Education Department of Western Australia) as an Institute for the Service Professions Collaborative Grant. It was carried out in order to examine the following questions:

• What are the ways in which identification, assessment and teaching processes make provision for students with learning difficulties who are enrolled in a School of the Air?

• In what ways do Support Officers Learning Difficulties support these children, their home tutors and their teachers?


Investigating The Use Of A Digital Diary For Home-School Communication Between Parents And Teachers Of Children With Additional Needs, Dawn Lisa Hallett Jan 2017

Investigating The Use Of A Digital Diary For Home-School Communication Between Parents And Teachers Of Children With Additional Needs, Dawn Lisa Hallett

Theses: Doctorates and Masters

The use of paper diaries to facilitate home-school communication for children with additional needs has shown to have numerous limitations. While the use of mobile digital devices has increased in schools, little research exists into the use of these devices for home-school communication purposes. This study explored the effects of using a digital diary to facilitate home-school communication for primary aged children with additional needs. A constructivist multiple case study approach was used. The digital diary utilised the software application Evernote. This free application was hosted on study participants’ mobile devices or accessed over the Internet. Pre-innovation interviews and surveys ...


The Prevalence Of Twice Exceptional Students In The Gat Academic Programs: The Near Miss Phenomena, Lynne Ivicevic Jan 2017

The Prevalence Of Twice Exceptional Students In The Gat Academic Programs: The Near Miss Phenomena, Lynne Ivicevic

Theses: Doctorates and Masters

Twice exceptional (TE) students often experience barriers to their participation in gifted academic programs that contribute to their marginalised status amongst the school gifted population. The estimated prevalence of TE students in gifted programs worldwide varies according to the location, identification means and definition, with little agreement reached between researchers in the field. This research was made up of three interrelated studies. Firstly, six years of longitudinal quantitative cohort data from the Western Australian Department of Education (DoE) database on selected students for the GAT programs including GAT Academic programs and TE students to determine TE prevalence. Secondly, disability prevalence ...


Children With Speech Sound Disorders At School: Challenges For Children, Parents And Teachers, Graham R. Daniel, Sharynne Mcleod Jan 2017

Children With Speech Sound Disorders At School: Challenges For Children, Parents And Teachers, Graham R. Daniel, Sharynne Mcleod

Australian Journal of Teacher Education

Teachers play a major role in supporting children’s educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children’s developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students’ engagement in the learning and social ...


Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price Jan 2017

Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price

Australian Journal of Teacher Education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were ...


Focus On The Journey, Not The Destination: Digital Games And Students With Disability, Susan Main, John O'Rourke, Julia Morris, Helen Dunjey Jan 2016

Focus On The Journey, Not The Destination: Digital Games And Students With Disability, Susan Main, John O'Rourke, Julia Morris, Helen Dunjey

ECU Publications Post 2013

The way in which technologies support students with disability has been widely explored in recent times. Much of this research has focused on computer programs specifically designed to teach social and academic skills to students with disability. In the research reported in this paper we examined how students with disability could use technology designed for the general market. The impetus for the study was the principle of normalisation, which espouses that people with disability should have the opportunity to share in experiences of their same-aged peers. In previous research we demonstrated the benefits of using the commercially available hand-held games ...


The Bridges And Barriers Model Of Support For High-Functioning Students With Asd In Mainstream Schools, Wendy Holcombe, Margaret Plunkett Jan 2016

The Bridges And Barriers Model Of Support For High-Functioning Students With Asd In Mainstream Schools, Wendy Holcombe, Margaret Plunkett

Australian Journal of Teacher Education

National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of ...


Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland Jan 2016

Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland

Australian Journal of Teacher Education

Since the turn of the century there has been an increasing focus on inclusive education in Australian schools, and growing interest in understanding how the values of pre-service teachers impact on their willingness to implement inclusive principles in their future classrooms. The current qualitative study explored the values and views toward diversity and inclusion of pre-service teachers at one university in Queensland, Australia. Results showed that first and fourth year pre-service teachers held similar ideas about the values that teachers should have, and showed congruence between their own personal values and teacher values. Fourth year students who had undertaken an ...


Teaching Assistants In Inclusive Classrooms: A Systematic Analysis Of The International Research, Umesh Sharma, Spencer J. Salend Jan 2016

Teaching Assistants In Inclusive Classrooms: A Systematic Analysis Of The International Research, Umesh Sharma, Spencer J. Salend

Australian Journal of Teacher Education

This article reviewed international data from English-language peer-reviewed studies on the use of TAs in inclusive classrooms from the past 10 years concerning: (a) the roles of TAs; (b) the impact of TAs on students, educators, and inclusive education; and (c) the factors that influence the performance of TAs. These studies suggest that unclear professional roles, limited communication and opportunities for collaboration and training for TAs and teachers contribute to TAs assuming significant instructional, classroom management, and socialization roles, and providing ineffective and separate instruction that inadvertently undermine the inclusion, learning, socialization and independence of students with disabilities and the ...


Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies Jan 2016

Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies

Australian Journal of Teacher Education

Teacher education has the potential to bring changes within educational systems that can shape the knowledge and skills of future generations. Teaching in a culturally responsive manner is an important part of developing teachers to serve as key change agents in transforming education and society through research, from the perspectives of student learning and achievement in health and physical education. It was expected in this study that students’ recognition of cultural activities could inspire them to engage in physical education. The aim of the study was to examine student awareness of teaching that included cultural activities, with an emphasis on ...


A Design Thinking Approach To Professional Development In Reasonable Adjustment: A New Methodology For Trainers In The Vocational Education And Training Sector Of Western Australia, Russell Thom Jan 2016

A Design Thinking Approach To Professional Development In Reasonable Adjustment: A New Methodology For Trainers In The Vocational Education And Training Sector Of Western Australia, Russell Thom

Theses: Doctorates and Masters

This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context.

A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying ...


Performance, Assessment And Communication In One App: Mobile Tablet Assessment Is Here To Stay, Alistair Campbell Phd, Susan J. Main Mrs Jul 2015

Performance, Assessment And Communication In One App: Mobile Tablet Assessment Is Here To Stay, Alistair Campbell Phd, Susan J. Main Mrs

eCULTURE

It is high time we moved performance assessment into the mobile age. Performance is one of the most difficult tasks to assess using traditional methods. The pen-and-paper method generates multiple administrative bottlenecks that prevent the assessor from focusing on their primary task of professional judgment. The application of mobile technology and tablet devices can now replace pen-and-paper assessment, and achieve significant synergies resulting from the combination of technology with the assessors’ professional judgment.

The presentation will demonstrate how the application of mobile technology to the assessment of performances can be successfully achieved. The Touch2Assess (T2A) software process developed ...


“It’S The Best Idea Ever!”: Exam For The Byod Generation., Susan J. Main Mrs, Alistair Campbell Phd Jul 2015

“It’S The Best Idea Ever!”: Exam For The Byod Generation., Susan J. Main Mrs, Alistair Campbell Phd

eCULTURE

This research sought to investigate the feasibility of digitising exams to improve student outcomes and was based on research suggesting that the handwriting speed of undergraduate students limits their ability to demonstrate knowledge, while poor legibility makes it difficult for the assessor to accurately judge the quality of the response. Research found that the handwriting speed of undergraduate students was equivalent to fluency data on 11-year-old schoolchildren, which is a significant concern when we consider that handwriting fluency accounted for considerable variance in writing quality and tutor marks for examination answers. This generation of students typically relies on digital technologies ...


Investigating First Year Education Students’ Stress Level, Gretchen Geng, Richard Midford Jan 2015

Investigating First Year Education Students’ Stress Level, Gretchen Geng, Richard Midford

Australian Journal of Teacher Education

This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years’ education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years’ education students, (p < .01). Contributing stressors included academic work commitment; completing placement and related performance assessments in schools and at university; having a good understanding of the requirements of professional teaching, such as classroom management, and working with mentor teachers; and conflicting work and family commitments. These findings provide greater understanding about the stressors experienced by first-year education students and usefully inform ways to help this group achieve their study and career goals.



Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong Jan 2015

Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to ...


Accessibility Of Thai University Websites: Awareness, Barriers And Drivers For Accessible Practice, Rattanavalee Maisak Jan 2015

Accessibility Of Thai University Websites: Awareness, Barriers And Drivers For Accessible Practice, Rattanavalee Maisak

Theses: Doctorates and Masters

Governments and organizations have to respond to a range of legislative and policy initiatives intended to promote equal opportunity for all. The Thai government has passed a number of laws which aim to protect its citizens from discrimination and from breaches of their human rights by government departments and agencies. The Persons with Disabilities Education Act B.E. 2551 (2008) and the Thailand Information and Communication Technology (ICT) Policy Framework (2011-2020) required government agencies to delivery equal education and access to online information for all Thais. Most Thai universities receive government subsidies, and therefore have an obligation to contribute to ...


Becoming An Inclusive Educator: Applying Deleuze & Guattari To Teacher Education, Loraine M. Mckay, Suzanne Carrington, Radha Iyer Mar 2014

Becoming An Inclusive Educator: Applying Deleuze & Guattari To Teacher Education, Loraine M. Mckay, Suzanne Carrington, Radha Iyer

Australian Journal of Teacher Education

New ways of thinking are required in teacher education to promote beginning teachers as change agents in education. Twenty years after the Salamanca Statement (UNESCO, 1994) that called for schools to provide equitable opportunities for all children, teaching practices in many classrooms are informed by the deficit view of learning. Beginning teachers need to be prepared to challenge the ideological influences that operate in schools. Deleuze and Guattari’s (1987) model of the rhizome is used to report one beginning teacher’s journey as she learnt to negotiate structural and personal obstacles to create an inclusive learning environment. Data from ...


Developing Bilateral And Spatial Concepts In Primary School-Aged Children: An Empirical Evaluation Of The Anker Bilateral Spatial System, Janet Richmond Dr, M Taylor Dr, S Evans Jan 2014

Developing Bilateral And Spatial Concepts In Primary School-Aged Children: An Empirical Evaluation Of The Anker Bilateral Spatial System, Janet Richmond Dr, M Taylor Dr, S Evans

ECU Publications Post 2013

Background: Visual-spatial and visual-motor perceptual difficulties contribute to school-aged learning problems. Hence, a need exists to address children’s visual-spatial and visual-motor perceptual difficulties as early as possible in the child’s school career. Thus, this study reports on the evaluation of the Anker Bilateral Spatial System’s (ABSS) effectiveness in remediating primary school children’s perceptual difficulties.

Method: Thirty-one children (17 boys and 14 girls) aged 6 to 12 years who had been identified by their classroom teacher as having observable visual-spatial and visual-motor perceptual difficulties participated in a 10-week pre/posttest intervention study. The study’s pre/posttest ...


Are Australian Pre-Service Physical Education Teachers Prepared To Teach Inclusive Physical Education?, Scott J. Pedersen, Paul D. Cooley, Keira Hernandez Jan 2014

Are Australian Pre-Service Physical Education Teachers Prepared To Teach Inclusive Physical Education?, Scott J. Pedersen, Paul D. Cooley, Keira Hernandez

Australian Journal of Teacher Education

Abstract: Australian pre-service physical education (PE) teachers must be prepared for the reality of teaching in inclusive classrooms. Past studies have indicated that the amount of academic preparedness can affect pre-service PE teachers’ intentions to successfully teach in inclusive settings. The current study measured these intentions in a sample of pre-service PE teachers from two different universities. This modified survey required participants to respond to two separate scenarios: one teaching inclusive PE to a student with attention deficit hyperactivity disorder, and one to a student with autism. All participants completed an adapted PE unit with an embedded practicum of different ...


Physical Educators’ Efficacy In Utilising Paraprofessionals In An Inclusive Setting, Scott J. Pedersen, Paul D. Cooley, Clint R. Rottier Jan 2014

Physical Educators’ Efficacy In Utilising Paraprofessionals In An Inclusive Setting, Scott J. Pedersen, Paul D. Cooley, Clint R. Rottier

Australian Journal of Teacher Education

Inclusion of students with disabilities (SwD) in Australian health and physical education (HPE) classes is on the rise. Reasonable adjustment to assist inclusive practice is often accomplished through the use of teaching assistants, or paraprofessionals. While this practice is commonly understood within the classroom, this approach remains obscure in the HPE setting. The purpose of this study was to explore how Australian HPE teachers utilise paraprofessionals when teaching SwD in inclusive environments. HPE teachers (N=14) completed an online questionnaire inquiring how paraprofessionals are being used and the strategies they are using to develop working relationships with paraprofessionals. The HPE ...


Transforming Selves For Inclusive Practice: Experiences Of Early Childhood Preservice Teachers, Joseph S. Agbenyega, Sunanta Klibthong May 2012

Transforming Selves For Inclusive Practice: Experiences Of Early Childhood Preservice Teachers, Joseph S. Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

In this paper we discussed the impact of ‘spaces of difference’ on teachers’ professional learning to embrace and celebrate diversity, as perceived by early childhood preservice teachers who share their opinions through online group discussions. Spaces of difference is a first year undergraduate course unit designed to support preservice teachers’ professional education to embrace and implement inclusive practice in early childhood education. Informed by Critical theoretical ideas of Bourdieu (Capital, Field, Habitus), we investigated early childhood preservice teachers’ concept of spaces of difference and their personal transformations. Results of this qualitative study suggested that teachers’ understanding of space extended and ...


Teaching Students With Disabilities: A Web-Based Examination Of Preparation Of Preservice Primary School Teachers, Jennifer Stephenson, Sue O'Neill, Mark Carter May 2012

Teaching Students With Disabilities: A Web-Based Examination Of Preparation Of Preservice Primary School Teachers, Jennifer Stephenson, Sue O'Neill, Mark Carter

Australian Journal of Teacher Education

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in 2009, were examined. Information was gathered through a series of Google searches, and available information was very limited for some units. Sixty-one units in 34 courses met criteria for inclusion. Units typically ran for one semester with 30-40 hours of instruction. Just under half the instructors for whom relevant information was available had ...


Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery Apr 2012

Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery

Australian Journal of Teacher Education

There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig & Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; Kaye, 2004; Schoenfield ...


Locating Child Protection In Preservice Teacher Education, Kerryann Walsh, Louise Laskey, Elspeth Mcinnes, Ann Farrell, Ben Mathews, Freda Briggs Jun 2011

Locating Child Protection In Preservice Teacher Education, Kerryann Walsh, Louise Laskey, Elspeth Mcinnes, Ann Farrell, Ben Mathews, Freda Briggs

Australian Journal of Teacher Education

A recent report delivered by the Australian Centre for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Maio-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect ...


Using Modelling For Teaching Social Skills To Children With Autism: A Literature Review &, Effects Of Video-Modelling On The Acquisition And Generalisation Of Play Behaviour In Children With Autism, Claire R. Paterson Jan 2004

Using Modelling For Teaching Social Skills To Children With Autism: A Literature Review &, Effects Of Video-Modelling On The Acquisition And Generalisation Of Play Behaviour In Children With Autism, Claire R. Paterson

Theses : Honours

Impaired social functioning is a characteristic feature of autistic spectrum disorder. Various interventions have been developed to address social dysfunction in children with autism. The purpose of this paper is to review studies that have examined the efficacy of using modelling procedures to teach children with autism social skills. Modelling involves observing a model performing a target behaviour intended for the observer to imitate. Modelling techniques have effectively incorporated a range of models including adults, peers, and target children by observing videotapes of themselves. Peer-mediated strategies have been shown to substantially increase social behaviour in children with autism, however generalisation ...