Education Commons^™

A School System And University Approach To Reducing The Research To Practice Gap In Teacher Education: A Collaborative Special Education Immersion Project, Christine R. Grima-Farrell, Jan Long, Robyn Bentley-Williams, Cath Laws

Australian Journal of Teacher Education

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective.

By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and …

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 …