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Articles 1 - 18 of 18
Full-Text Articles in Education
How Do They Cope: Teaching Students With Learning Difficulties In Mainstream Classrooms, Coralyn Dick
How Do They Cope: Teaching Students With Learning Difficulties In Mainstream Classrooms, Coralyn Dick
Theses : Honours
This study seeks to examine how teachers cope with the demands of teaching students with and without learning difficulties (LD) in mainstream classrooms. The relationship between psychological coping and teachers stress, self efficacy and adaptiveness was examined in a sample of 151 mainstream primary school teachers from Perth, Western Australia. Teaching experience ranged from 1 to 35 years. Three multiple regression analyses were conducted using the psychological constructs of problem-focused coping, emotion-focused coping and avoidant coping as criterion variables. Results indicated that, time management, professional investment, and instructional practices were predictors of problem-focused coping; work related stress was a predictor …
Educating Secondary School Students With Learning Difficulties: The Teacher's Perspective, Christine Potter
Educating Secondary School Students With Learning Difficulties: The Teacher's Perspective, Christine Potter
Theses : Honours
Educating students with learning difficulties in mainstream classrooms has been a major concern for educators (Elkins, 2007). This paper reviews the research relating to the issues teachers' experience when teaching students with learning difficulties (LD) in secondary schools. The review initially provides an overview of the definition of LD and the academic, social, and behavioural characteristics experienced by students with LD. The review explores student, teacher, and school environment factors that impact on the teachers' role when students with LD are educated in mainstream classrooms. The analysis of the research in this area showed that teacher's attitudes, views, and concerns …
Cognitive Theories Of Autism Spectrum Disorders: How Do They Impact Children's Ability To Learn In Education Settings? ; Coming Home: Exploring The Experiences Of Mothers Home Educating Their Children With Autism Spectrum Disorder, Theresa Kidd
Theses : Honours
Despite the increasing number of children with autism spectrum disorder (ASD) attending mainstream school, the process of facilitating their learning and participation remains a complex and poorly understood area of education (Simpson, de Boer, & Smith-Myles, 2003). Three key cognitive theories (theory of mind, theory of weak central coherence and theory of executive function) have been posited to provide the most complete understanding of the disorder (Baron-Cohen, 1989). Presently however, the developmental effects of these cognitive theories have been largely overlooked (Happe, 1994). Through examining how these models may affect cognitive processing in children with ASD, the learning and educational …
Teachers Experiences With Teaching Children With Learning Difficulties: A Qualitative Study, Aleesha Morton
Teachers Experiences With Teaching Children With Learning Difficulties: A Qualitative Study, Aleesha Morton
Theses : Honours
It is estimated that 16% of Australian primary school students suffer from a learning difficulty (LD) (Rivalland, 2000). Teachers are expected to provide these students with the specialised education they need. However, teachers have reported that they face numerous challenges to provide LD students with the support needed, which may result in them experiencing high levels of stress and anxiety. These challenges include problems with identification of the specific difficulty and the most appropriate intervention programs to implement, a lack of pre service education and training, insufficient resources and funding specific to students with LD. Awareness and understanding of these …
Teachers' Experiences Of Teaching Children With Learning Difficulties, Michelle Francis
Teachers' Experiences Of Teaching Children With Learning Difficulties, Michelle Francis
Theses : Honours
The purpose of this review is to present some of the issues involved in teaching children with learning difficulties (LD}. Approximately one in five children within mainstream classrooms will experience LD. Many of these children will also exhibit social, emotional or behavioural problems (for example, withdrawal, depression, Attention Deficit Hyperactivity Disorder and Conduct Disorder). Teachers' perceptions and judgments about LD and their self-efficacy influence their teaching practice of students with LD. It is recognized that teachers cannot manage the needs of LD students alone and need support in their teaching from specialist consultants and also for their own psychological well-being. …
Strategies For Tutoring Written Expression In Students With Adhd And Learning Difficulties, Josephine Bishop
Strategies For Tutoring Written Expression In Students With Adhd And Learning Difficulties, Josephine Bishop
Theses : Honours
ADHD and learning difficulties are associated with limitations in working memory capacity which may disrupt performance of writing skills. This thesis investigated teaching strategies to improve story-writing skills in five students with ADHD and learning difficulties in writing. The strategies were based on the view that these students would write more effectively if the task imposed fewer constraints on working memory capacity (the ability to store information while performing a task). Students were taught to write stories under time constraints using the PW2R approach of five minutes to plan, five to draft and five to review. Students planned orally during …
Short-Term Memory For Nonsense Strings In Children With Reading Disabilities, Linda K. Lane
Short-Term Memory For Nonsense Strings In Children With Reading Disabilities, Linda K. Lane
Theses : Honours
A large body of evidence exists that demonstrates strong correlations between reading ability, phonological awareness and memory. The current study was designed to compare the performance of 24 10-year-old students with reading disabilities and a group of 24 8-year-old average readers, who were matched according to reading age. These students were given a decoding task requiring the recall of nonsense strings. This task was designed to measure working memory for phonological elements. An ANOVA yielded a significant main effect for group in favour of the older students, and a main effect for total errors and vowel and space location. Participants …
Effects Of Letterland On Phonemic Awareness And Retrieval Of Phonological Information From Long Term Memory, Dianne Hodgson
Effects Of Letterland On Phonemic Awareness And Retrieval Of Phonological Information From Long Term Memory, Dianne Hodgson
Theses : Honours
This study examined whether a pictorial mnemonic based program called Letterland, with and without fluency training, improved accuracy and fluency of decoding letter-sounds for children experiencing difficulties learning to read. A single subject experimental ABCDA research design was used with four Year 1 students experiencing difficulties with reading. After baseline (A), the first intervention (B) taught seven Letterland characters and letter-sounds without fluency training over 6 sessions, the second intervention (C) taught seven new letters using Letterland and including fluency training, and the third intervention (D) reviewed all 14 letters with fluency training. Testing involved CVC real words and …
A Student Self-Management Strategy For Reducing Inattentiveness, Disruptiveness And Teacher Intervention, James M. Cabrera
A Student Self-Management Strategy For Reducing Inattentiveness, Disruptiveness And Teacher Intervention, James M. Cabrera
Theses : Honours
A large body of evidence suggests that the use of self-management procedures can reduce significantly the occurrence of disruptive behaviours and teacher dependency for task completion. The present study used a single subject design with two students with developmental disabilities to test the effectiveness of a TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) self-management system. The system employed a visual schedule work routine coupled with a token economy and self-selection of reinforcers. Tho findings of this study showed that both students were able to utilise a TEACCH style self-management system to engage in on-task behaviour and …
Decreasing Inappropriate Classroom Behaviours Through A Videotape Self-Modelling And Self-Monitoring Treatment Package, Catherine Ann Coyle
Decreasing Inappropriate Classroom Behaviours Through A Videotape Self-Modelling And Self-Monitoring Treatment Package, Catherine Ann Coyle
Theses : Honours
Children with autism frequently display an inability to function independently. This has led researchers to develop treatments that are aimed at overcoming the dependency of these children on parents and teachers and which teach them to manage their own behaviour. A self-management treatment package consisting of videotaped self-modelling, self-monitoring, and self-reinforcement was investigated in the present study. The focus was the effect of the treatment package on the inappropriate classroom behaviours of three children with autism. The behaviours that were chosen were those that were most likely to interfere with the participants' ability to work independently in the classroom. The …
Teaching Phoneme-Grapheme Correspondence Rules To Children With Learning Difficulties : An Implementation Of The Fernald Method, Paula Kinsman
Teaching Phoneme-Grapheme Correspondence Rules To Children With Learning Difficulties : An Implementation Of The Fernald Method, Paula Kinsman
Theses : Honours
A single subject design was used to investigate the effectiveness of the Fernald method as an instructional technique for teaching phoneme-grapheme correspondence rules. Participants were tour primary grade children with learning difficulties in reading. Intervention training focussed on teaching phoneme-grapheme correspondence rules through the implementation of an adapted version of the Fernald method. The two dependent variables were word recognition and fluency rates. The design of the study allowed analysis of maintenance and generalisation of the relevant variables. Results demonstrated an increase in word recognition skills and fluency rates by all four children with learning difficulties. Maintenance of these gains …
Teaching Children With Mild To Moderate Intellectual Disabilities To Select And Produce Facial Expressions Of Emotion Using Modelling And Feedback, Tracey Rayworth
Teaching Children With Mild To Moderate Intellectual Disabilities To Select And Produce Facial Expressions Of Emotion Using Modelling And Feedback, Tracey Rayworth
Theses : Honours
The ability to produce facial expressions accurately is essential for effective communication of thoughts and feelings. Children need to select the facial expression to produce in a given situation, while considering the social context, and produce it accurately. This is especially important for children with intellectual disabilities who often experience difficulties in verbal communication. The purpose of this study was to investigate ways of teaching children with mild to moderate intellectual disabilities to select and produce facial expressions appropriate to various situations. The theoretical framework of this study suggests that providing facial modelling and mirror feedback to children will increase …
Theory Of Mind Deficits In Children With Intellectual Disabilities : A Test Of Specificity And Uniqueness Hypotheses, Dianne Campbell
Theory Of Mind Deficits In Children With Intellectual Disabilities : A Test Of Specificity And Uniqueness Hypotheses, Dianne Campbell
Theses : Honours
This study was designed to determine (a) whether children with intellectual disabilities have a theory of mind deficit relative to younger children of the same verbal mental age and (b) whether theory of mind in children with intellectual disabilities is domain-specific or related to other general cognitive functions. A group of 15 children with intellectual disabilities (mean age= 10;0), 15 children of average intelligence (mean age= 10;0) and 15 children of average intelligence (mean age= 6:0) matched on verbal mental age with the children with intellectual disabilities. The children were given a series of theory of mind tasks. The children …
Influencing The On-Task And Off-Task Behaviours Of Children Who Have Attention Problems Or Attention Deficit Hyperactivity Disorder Through The Use Of A Token Economy And Self-Management, Renee Ball
Theses : Honours
Attention problems have been identified as a major contributor to below average academic competence in Western Australian students. The present study used an A B C D A' single-subject experimental design to investigate the effects of a token economy, managed first by the researcher, and then by participants, on off-task behaviour. Phase A was a baseline, phase B was a token economy managed by the researcher, phase C was a token economy managed by the participant, phase D was the thinning of the reinforcers (still managed by the participant), and phase A' was a return to baseline. Two participants were …
Are Special Needs Qualifications And Teaching Experience Factors In Teacher Attitudes Towards Collaborative Action Plans?, T. Spittle
Theses : Honours
The purpose of this exploratory study was to ascertain if teachers who have special needs training or teaching experience have a statistically significant difference in their attitude towards the implementation of the Western Australian Education Department's Collaborative Action Plans. Using a stratified random sampling method a sample of teachers (N = 2 x 50) was generated from regular primary schools and education support facilities within the Perth metropolitan area. Survey variables canvassed were source reliability, time, efficacy, collaboration, assessment measures, information types and summary issues. A mailed questionnaire produced a response rate of 66%. Survey data indicated that in terms …
Problem Solving Of Children With Intellectual Disabilities: Interrogative Strategies And Solution Time Rates, Sonya Barrett
Problem Solving Of Children With Intellectual Disabilities: Interrogative Strategies And Solution Time Rates, Sonya Barrett
Theses : Honours
Possible differences in problem solving abilities between children with intellectual disabilities and regular class children were studied. A comparison was made between the children with intellectual disabilities and regular class children of comparable developmental level (mental age). The children with intellectual disabilities were also compared with regular class children of comparable chronological age. Subjects completed a preliminary task to determine mastery of the required skills before attempting an experimental problem solving game. The game required subjects to ask questions in order to achieve a problem solution. Each subject's level of motivation to solve the problem was also measured using a …
The Effects Of The Add Label On Teachers' Attitudes And Expectations, Catherine Moreton
The Effects Of The Add Label On Teachers' Attitudes And Expectations, Catherine Moreton
Theses : Honours
Attention Deficit Disorder (ADD) is rapidly becoming an important educational issue. Although much research has been conducted into the effects of labelling and teachers' attitudes and expectations on children's academic and social behaviour, little research has been conducted into the relationship between the label 'ADD' and teachers' attitudes and expectations. The main purpose of this study was to determine the effects of the ADD label on teachers' attitudes and expectations for children with ADD. In addition, the effects of teachers personal characteristics on their attitudes and expectations for children with ADD, and teachers perceptions of issues surrounding ADD were investigated. …
Variations In Attitude Between Children In Different Years Towards Peers With Special Physical Needs In A Western Australian Primary School, Natalie C. Robins
Variations In Attitude Between Children In Different Years Towards Peers With Special Physical Needs In A Western Australian Primary School, Natalie C. Robins
Theses : Honours
This study examined the attitudes of regular school students towards their peers with special needs within a Western Australian primary school. Comparisons were made between the children In Years 1, 4 and 7 of a specific school to identify whether any significant variations in attitude were present between the different years. Attitudinal data was collected by presenting an oral questionnaire to one, randomly selected, class of students from each of the three year groups