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Edith Cowan University

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Articles 1 - 30 of 76

Full-Text Articles in Disability and Equity in Education

Examining Teachers’ Attitudes Towards Inclusive Education For All: Development Of A New Scale, Stephan Kielblock, Woodcock, John Ehrich Dec 2026

Examining Teachers’ Attitudes Towards Inclusive Education For All: Development Of A New Scale, Stephan Kielblock, Woodcock, John Ehrich

Research outputs 2022 to 2026

Teachers’ attitudes towards inclusive education are widely recognised as a key indicator of the inclusiveness of classroom environments. However, existing instruments inadequately capture teachers’ mindsets in relation to inclusive education for all learners. This study addresses this gap by developing and validating a new cross-cultural measurement instrument: the Attitudes Towards Inclusion for All scale (ATIFA), in both English (ATIFA-EN) and German (ATIFA-DE). Data were collected from pre-service and in-service teachers in Australia (n = 146) and Germany (n = 238). Exploratory factor analysis and Rasch modelling identified four robust subscales—Philosophy, Practice, Social Inclusion, and Support—with strong psychometric properties. Evidence of …

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Parental (Dis)Satisfaction With School Placement To Achieve Inclusion: A Cross-Country Comparison, Veslemøy Maria Fossum Johansson, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, Anders Nordahl-Hansen Apr 2026

Parental (Dis)Satisfaction With School Placement To Achieve Inclusion: A Cross-Country Comparison, Veslemøy Maria Fossum Johansson, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, Anders Nordahl-Hansen

Research outputs 2022 to 2026

Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these …

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(In)Visible Diverse Gender And Sexual Identities Of Pre-Service Teachers: Disclosure, Emotional Labour And Safety Work Within Initial Teacher Education(In)Visible Diverse Gender And Sexual Identities Of Pre-Service Teachers: Disclosure, Emotional Labour And Safety Work Within Initial Teacher Education, Saul A. Karnovsky, Matthew J. Phillips, Breeanna Melville Jan 2026

(In)Visible Diverse Gender And Sexual Identities Of Pre-Service Teachers: Disclosure, Emotional Labour And Safety Work Within Initial Teacher Education(In)Visible Diverse Gender And Sexual Identities Of Pre-Service Teachers: Disclosure, Emotional Labour And Safety Work Within Initial Teacher Education, Saul A. Karnovsky, Matthew J. Phillips, Breeanna Melville

Australian Journal of Teacher Education

Australia is currently facing a significant teacher attrition crisis, with early career educators increasingly leaving the profession due to burnout, demoralisation, and adverse working conditions. This issue is exacerbated for teachers of diverse genders and sexualities (DGS), who encounter heightened levels of discrimination, exclusion, and mental health challenges within educational institutions. Despite broader societal progress, Australian schools and universities remain sites of persistent queerphobia, contributing to unsafe and unsupportive environments for DGS individuals. This article focuses on pre-service teachers (PSTs) enrolled in initial teacher education (ITE) programs. The study addresses an important gap in the literature by exploring how emotional …

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Sexisms And Gender-Washing In Australian Academia: Public Front, Private Realities, Jacqueline Ullman, Emily Gray, Mindy Blaise, Lucy Hobby Jan 2026

Sexisms And Gender-Washing In Australian Academia: Public Front, Private Realities, Jacqueline Ullman, Emily Gray, Mindy Blaise, Lucy Hobby

Research outputs 2022 to 2026

This paper offers an analysis of selected survey findings from a mixed methods research project, entitled Understanding and Addressing Everyday Sexisms in Australian Universities. The project is situated within the context of the negative impact of gender-based discrimination upon the higher education sector in Australia and internationally. The findings discussed in this paper relate to quantitative analyses of selected items from a national survey of over 1200 Australian academics, recruited through 12 public universities. In this paper, the ways in which different participant groups responded to items designed to explore their attitudes towards sexism in the academic workplace, both broadly …

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Towards Transgressive Inclusion In Physical Education? The Experiences And Perspectives Of People With Disabilities In Western Australia, Steven Connelly, Dawn Penney, David Aldous Jan 2026

Towards Transgressive Inclusion In Physical Education? The Experiences And Perspectives Of People With Disabilities In Western Australia, Steven Connelly, Dawn Penney, David Aldous

Research outputs 2022 to 2026

This paper foregrounds the voices of people with disabilities (PwD) and their experiences of Physical Education (PE) in Western Australia (WA) in exploring interests in transgressive inclusion that are grounded in social justice and equity for PwD (DeLuca, 2013). Towards an interdisciplinary framework for educational inclusivity. Canadian Journal of Education, 36(1), 305–348. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1157/1475). The study employed a questionnaire method to pursue the perspectives of PwD in relation to (i) their experiences of lower secondary PE (years 7-10), (ii) teacher support in PE classes, (iii) experiences beyond PE in sport and physical activity, and (iv) their views regarding ways to improve …

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Supporting Displaced Students With Disabilities In Post-Secondary Education: An International Scoping Review, Tetiana Bogachenko, Jia Xu, Larysa Klymanska, Nadia Chubko Jan 2026

Supporting Displaced Students With Disabilities In Post-Secondary Education: An International Scoping Review, Tetiana Bogachenko, Jia Xu, Larysa Klymanska, Nadia Chubko

Research outputs 2022 to 2026

Students with disabilities who are forced to leave their homes due to armed conflict, persecution, environmental crises, or other forms of involuntary displacement, within their country or internationally, face compounded barriers to accessing and succeeding in post-secondary education. Yet, their experiences, educational trajectories, and the supports available to them remain underexplored. This scoping review examines existing empirical research on the experiences of students with disabilities in post-secondary education who come from forced migration backgrounds. By addressing the intersection of disability, displacement, and post-secondary education, this review highlights the unique challenges faced by this population as well as supports identified as …

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It Makes Me Feel Dysphoric: Transgender And Non-Binary Students’ Perspectives Of Gendered Grouping Practices And Curriculum Provision In Secondary School Physical Education In England, Shaun D. Wilkinson, Dawn Penney Jan 2026

It Makes Me Feel Dysphoric: Transgender And Non-Binary Students’ Perspectives Of Gendered Grouping Practices And Curriculum Provision In Secondary School Physical Education In England, Shaun D. Wilkinson, Dawn Penney

Research outputs 2022 to 2026

This study foregrounds the voices of transgender (trans) and non-binary students in a large-scale mixed-methods investigation of gendered grouping practices and curriculum provision in secondary school physical education (PE) in England. Theoretically, the research brought together an interdisciplinary framework for educational inclusion and the trans inclusion staged model to pursue conceptualisations and expressions of inclusion that disrupt cisnormative policies and structures. A survey of 14 co-educational secondary schools generated data from 36 students who identified as trans (n = 18) or non-binary (n = 18). The findings revealed that most trans (n = 16) and all non-binary students expressed preferences …

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Are Australian Schools Becoming Less Inclusive? Changes To Class Ability Grouping Practices In Australian Secondary Schools, Olivia Johnston, Peter Palamara Jan 2026

Are Australian Schools Becoming Less Inclusive? Changes To Class Ability Grouping Practices In Australian Secondary Schools, Olivia Johnston, Peter Palamara

Research outputs 2022 to 2026

Class ability grouping does not improve overall academic results, and is inequitable because it segregates students according to their disability, race, class, gender, and other factors that already make students at risk in education. The practice is not inclusive and previous research has shown that it exacerbates social disadvantage. Despite the evidence, historical efforts to change practices in Australia have been unsuccessful and many schools still use class ability grouping. This paper presents analysis of data from the Class Ability Grouping Survey about how often schools reported changing their class ability grouping practices in Year 7–9 Mathematics, English, Science, and …

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White Supremacy On The Whiteboard: Teachers’ Responses To The Christchurch Mosque Attacks, Genaro Oliveira, Abdelhamid Safa Jan 2025

White Supremacy On The Whiteboard: Teachers’ Responses To The Christchurch Mosque Attacks, Genaro Oliveira, Abdelhamid Safa

Research outputs 2022 to 2026

This article explores how pre-service and secondary teachers in New Zealand have responded to the themes of white supremacy and terrorism in the aftermath of the Christchurch Mosque attacks on 15 March 2019. The research questions focus on teachers’ views on the role of schools and teachers in addressing white supremacy and violent extremism. The study utilises a mixed-methods approach drawing on a survey of social sciences secondary teachers nationwide and first-hand accounts from pre-service teachers during the attacks. While the immediate responses of New Zealand politicians, police officers, firefighters, and the Muslim community garnered significant attention, this research aims …

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Desiring Education, Exhibiting Agency, Experiencing Systemic Obstacles: Re-Examining The Perceptions And Experiences Of Education Among Indigenous And Non-Indigenous Students In Australia, Mary Anne Macdonald, Eyal Gringart, Terry Kessaris, Renae Isaacs-Guthridge Jan 2025

Desiring Education, Exhibiting Agency, Experiencing Systemic Obstacles: Re-Examining The Perceptions And Experiences Of Education Among Indigenous And Non-Indigenous Students In Australia, Mary Anne Macdonald, Eyal Gringart, Terry Kessaris, Renae Isaacs-Guthridge

Research outputs 2022 to 2026

We present new findings from a Western Australian mixed-methods study exploring a sample of Indigenous and non-Indigenous secondary school students’ (N = 536) experiences and perceptions of school. Respondents hailed largely from remote or regional Western Australia, although approximately half attended boarding school. This article presents findings of multivariate analysis of responses to the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ) and identifies that Indigenous and non-Indigenous students in this study were found to be equally likely to report a positive perception of the benefit of education and the importance of attending and completing year 12, and equally likely to …

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Flexible Furniture To Support Inclusive Education: Developing Learner Agency And Engagement In Primary School, Julia E. Morris, Wesley Imms Jan 2025

Flexible Furniture To Support Inclusive Education: Developing Learner Agency And Engagement In Primary School, Julia E. Morris, Wesley Imms

Research outputs 2022 to 2026

To ensure quality and equitable education requires an understanding of how all learners function within a learning environment, and the ways in which teachers’ pedagogy can support inclusive practice. Drawing on research from a rural school in Western Australia, this paper identifies how furniture can be used as a tool to support student agency and opportunity to meet individual learning needs. Across two years, the study employed a single-subject research design to explore the impact of differing furniture arrangements on students’ agency and engagement, as well as teacher pedagogies. It used both quantitative and qualitative repeated measures with 9 teachers …

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The Absence Of Disability Representation: A Critical Gap In Children's Picture Books, Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed Jan 2025

The Absence Of Disability Representation: A Critical Gap In Children's Picture Books, Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed

Research outputs 2022 to 2026

In a recent study, we examined the diversity of main characters and family structures in 90 award listed Australian children's picture books from 2019 and 2020. We found some progress compared to past research (Adam and Barratt-Pugh, 2020; Adam et al., 2021) in terms of culturally diverse representation, though still with predominantly white main protagonists (Adam and Urquhart, 2023). Similarly, we found some increased representation of diverse family structures, albeit with notable absences of LGBTQIA+, step, foster and blended families (Adam et al., 2024). However, a glaring omission caught our attention - the almost complete absence of disability representation among …

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Academic Support Strategies For Nursing Students With A Disability At University — An Integrative Review, Lucie M. Ramjan, Gina Richards, David Roach, Belinda Mcgrath, Peta Drury, Clare Walters, Manela Glarcher, Ruth Crawford, Peter Wall, Yenna Salamonson Jan 2025

Academic Support Strategies For Nursing Students With A Disability At University — An Integrative Review, Lucie M. Ramjan, Gina Richards, David Roach, Belinda Mcgrath, Peta Drury, Clare Walters, Manela Glarcher, Ruth Crawford, Peter Wall, Yenna Salamonson

Research outputs 2022 to 2026

Background: Nursing students with reported disabilities are increasing. Adjustments and accommodations within the classroom and clinical environment should be considered to promote inclusion and academic success. Aim: To synthesise the evidence from published research on academic support structures or interventions for nursing students with a disability. Design: An integrative review was undertaken. Methods: A systematic search of six electronic databases (CINAHL, APA PsycINFO, Education Research Complete, ERIC, ProQuest Central, and Scopus) was undertaken from 1984 to October 2024. Nine articles met the inclusion criteria for this integrative review, with two additional papers identified by forward and backward hand-searching. The final …

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“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean Jan 2025

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

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The Impact Of Trauma-Informed Practices On Academic Outcomes Of First Nations Children: A Pilot Study Of Culturally Responsive Supports In Australia, Govind Krishnamoorthy, Ellisa Harrison, Kay Ayre, Sayedhabibollah Ahmadi Forooshani, Emily Berger, Bronwyn Rees, Keane Wheeler, Nathan Eiby, Sabrina Ong, Vicki Dallinger, Anwaar Ulhaq Dec 2024

The Impact Of Trauma-Informed Practices On Academic Outcomes Of First Nations Children: A Pilot Study Of Culturally Responsive Supports In Australia, Govind Krishnamoorthy, Ellisa Harrison, Kay Ayre, Sayedhabibollah Ahmadi Forooshani, Emily Berger, Bronwyn Rees, Keane Wheeler, Nathan Eiby, Sabrina Ong, Vicki Dallinger, Anwaar Ulhaq

Research outputs 2022 to 2026

This pilot observational study examined the effectiveness of trauma-informed and culturally responsive behavior support practices on the academic outcomes of predominantly First Nations children in an Australian primary school. The research supports integrating culturally relevant ways of knowing, being and doing into prevalent pedagogical and behavior support practices. The cohort study found that the co-designed, multi-tier Trauma-informed Behaviour Support program improved students’ literacy and numeracy scores over 2 years. The findings highlight the complex relationship between behavioral difficulties and academic abilities. Changes in numeracy scores were significantly higher for students with improved teacher-reported rates of disruptive behaviors. In contrast, changes …

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Host Organizations' Perceptions To Providing Safe And Inclusive Work-Integrated Learning Programs For Students With Disability, Tanya Lawlis, Tamieka Mawer, Thomas Bevitt, Tom Arthur, Lesley Andrew, Ruth Wallace, Ros Sambell, Amanda Devine Jan 2024

Host Organizations' Perceptions To Providing Safe And Inclusive Work-Integrated Learning Programs For Students With Disability, Tanya Lawlis, Tamieka Mawer, Thomas Bevitt, Tom Arthur, Lesley Andrew, Ruth Wallace, Ros Sambell, Amanda Devine

Research outputs 2022 to 2026

Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, …

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Perceptions Towards Integrating A Gender Perspective Into Education: A Study Of Muslim Preservice Teachers In The Philippines, Veronico N. Tarrayo, Ma. Annie Susaya, Delma A. Yuarata Jan 2024

Perceptions Towards Integrating A Gender Perspective Into Education: A Study Of Muslim Preservice Teachers In The Philippines, Veronico N. Tarrayo, Ma. Annie Susaya, Delma A. Yuarata

Australian Journal of Teacher Education

: To date, studies exploring Muslim preservice teachers’ views on gender matters in education remain scant. We conducted a qualitative-quantitative survey with 45 Filipino Muslim preservice teachers, ten of whom participated in follow-up email interviews, to explore their perceptions towards integrating a gender perspective into education. The results indicate the participants’ progressive views on fluid gender norms, although they also share conflicting perspectives on gender roles that tend to reinforce gender stereotypes. The preservice teachers also report positive perceptions concerning their institutions’ commitment to gender sensitivity and gender mainstreaming in teacher-education curricula. However, they seem to have unrealistic views on …

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Challenges To Delivering University Health-Based Work-Integrated Learning To Students With A Disability: A Scoping Review, Tanya Lawlis, Tamieka Mawer, Lesley Andrew, Thomas Bevitt Jan 2023

Challenges To Delivering University Health-Based Work-Integrated Learning To Students With A Disability: A Scoping Review, Tanya Lawlis, Tamieka Mawer, Lesley Andrew, Thomas Bevitt

Research outputs 2022 to 2026

Students with disability experience numerous challenges when engaging in Work-Integrated Learning (WIL). Successful WIL requires stakeholder collaboration to provide an equitable and relevant WIL experience. Stakeholder disparity around disclosure, accommodations, poor attitudes, and behaviours result in negative WIL experiences for students with disability. Understanding stakeholder preparedness and capabilities, in particular host organisations, is key to providing equitable WIL opportunities. Searches of five electronic databases (CINAHL, PubMed, Embase/Scopus, A + Education Informit and Web of Science) were conducted. Twenty-one peer-reviewed articles published between 2005 and 2022 were included in the review. Four themes were identified: Disclosure of the disability; University staff …

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Student Access To Higher Education Through Alternative Pathways And Differences By Equity Group And Discipline, Denise Jackson, Ian Li, David Carroll Jan 2023

Student Access To Higher Education Through Alternative Pathways And Differences By Equity Group And Discipline, Denise Jackson, Ian Li, David Carroll

Research outputs 2022 to 2026

Widening participation in higher education for under-represented groups is a priority internationally. In Australia, the most common entry pathway for domestic undergraduate students is by obtaining an Australian Tertiary Admission Rank (ATAR) in the final year of secondary school. The ATAR system, however, has been criticised as disadvantaging certain equity groups. Consequently, widening participation policy has encouraged alternative entry pathways into university, including enabling/bridging courses, vocational education qualifications, or portfolio entry based on demonstrated skills and experience. There is, however, relatively scarce evidence of student use of these pathways, including those from equity groups. Drawing on national enrolment data and …

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Employability For Inclusion: The Urgent Need For A Biopsychosocial Model Perspective, Mollie Dollinger, Tim Corcoran, Denise Jackson, Sarah O'Shea Jan 2023

Employability For Inclusion: The Urgent Need For A Biopsychosocial Model Perspective, Mollie Dollinger, Tim Corcoran, Denise Jackson, Sarah O'Shea

Research outputs 2022 to 2026

Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this paper, we discuss one aspect of these implications through the topic of graduate employability. In doing so, we generate a new concept ‘Employability for Inclusion’ that can be utilised as an equity-focused lens for universities to consider how employability initiatives …

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Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña Jan 2023

Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña

Australian Journal of Teacher Education

From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate …

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Competing Worlds: The Private Lives Of Women Nurse Students And Gender Equity In Higher Education, Lesley Andrew, Ken Robinson, Leesa Costello, Julie Dare Jan 2022

Competing Worlds: The Private Lives Of Women Nurse Students And Gender Equity In Higher Education, Lesley Andrew, Ken Robinson, Leesa Costello, Julie Dare

Research outputs 2014 to 2021

© 2020 Society for Research into Higher Education. A longitudinal qualitative study of undergraduate women nursing students demonstrated the profound and pervasive influence of the heterosexual intimate relationship on their university engagement and achievement. Hitherto, the importance of women’s private lives have been underappreciated in the arenas of student equity and retention. The study showed that traditional ideas of gender held within the intimate relationship were highly detrimental to student autonomy and capacity to engage, and that the university’s organisation and delivery of the curriculum exacerbated the situation. Participants made personal sacrifices, which, while enabling continuation of their studies, were …

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Terminology And Provision For Students With Learning Difficulties: An Examination Of Australian State Government Education Department Websites, Nicole Todd, Lorraine Gaunt, Tom Porta Jan 2022

Terminology And Provision For Students With Learning Difficulties: An Examination Of Australian State Government Education Department Websites, Nicole Todd, Lorraine Gaunt, Tom Porta

Australian Journal of Teacher Education

Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the …

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Vulnerable Learners In The Age Of Covid-19: A Scoping Review, Catherine F. Drane, Lynette Vernon, Sarah O’Shea Jan 2021

Vulnerable Learners In The Age Of Covid-19: A Scoping Review, Catherine F. Drane, Lynette Vernon, Sarah O’Shea

Research outputs 2014 to 2021

© 2020, The Author(s). This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were …

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Observations Of Children With Disability During Arts-Based Multisensory Story And Rhyme Activities: Is It All Just Chimes And Perfumes?, John O'Rourke, Susan Main, Christina Gray, Christine Lovering Jan 2021

Observations Of Children With Disability During Arts-Based Multisensory Story And Rhyme Activities: Is It All Just Chimes And Perfumes?, John O'Rourke, Susan Main, Christina Gray, Christine Lovering

Research outputs 2014 to 2021

It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to …

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Teachers’ Perceptions Of Their Work With Teacher Assistants: A Systematic Literature Review, Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler Jan 2021

Teachers’ Perceptions Of Their Work With Teacher Assistants: A Systematic Literature Review, Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler

Australian Journal of Teacher Education

With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, …

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Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce Jan 2021

Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce

Australian Journal of Teacher Education

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed …

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Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat Jan 2020

Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat

Australian Journal of Teacher Education

The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.


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The Efficacy Of A Computer Program For Increasing Phonemic Awareness And Decoding Skills In A Primary School Setting For Children With Reading Difficulties, Tiffany Winn, Julia Miller, Willem Van Steenbrugge Jan 2020

The Efficacy Of A Computer Program For Increasing Phonemic Awareness And Decoding Skills In A Primary School Setting For Children With Reading Difficulties, Tiffany Winn, Julia Miller, Willem Van Steenbrugge

Australian Journal of Teacher Education

This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed …

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Higher Education Access And Participation For Persons With Disability In Ghanaian Public Universities, Mary Afi Mensah Jan 2020

Higher Education Access And Participation For Persons With Disability In Ghanaian Public Universities, Mary Afi Mensah

Theses: Doctorates and Masters

Globally, there is a growing interest in widening access and supporting participation for persons with disability in higher education. This situation is stimulated in part by major international treaties and protocols. Ghana has demonstrated its commitment to this global trend to formulate and implement national legislation on inclusive education across the country’s educational system. However, in Ghana, access to and participation in the higher education system by persons with disability remains poor despite national legislation and policies to address this issue. It appears that national policies have not fully translated into institutional policies and provisions dedicated to supporting persons with …

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