Development of a Mobile-Optimised Website to Support Students With Special Needs Transitioning From Primary to Secondary Settings

2013 ◽  
Vol 37 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Dianne Chambers ◽  
Anne Coffey
Keyword(s):  
Special Needs ◽  
Technology Use ◽  
School Administrators ◽  
Smooth Transition ◽  
Students With Special Needs ◽  
Future Directions ◽  
Initial Development ◽  
School Settings ◽  
Transition Issues ◽  
Support Students

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future directions for the use of the website are explored.

scholarly journals Designing and Implementing Curriculum for Students with Special Needs: A Case Study of a Thinking Curriculum

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Tas Adam ◽  
Anna Rigoni ◽  
Arthur Tatnall
Keyword(s):  
Special Needs ◽  
Learning Community ◽  
Curriculum Design ◽  
School Environment ◽  
Pilot Project ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
E Learning ◽  
Transition Issues

Over the years, ICT has emerged as a platform that is seen to enhance the knowledge and skills of students in mainstream learning environments. A growing number of schools however, now provide a separate alternative enrolment for students with special needs. Although there are valid opinions on what is the best method of educating these students (integration vs. segregation) it has been noted by many researchers that technology can play a major role in the learning process. In this paper, an e-learning paradigm is applied in a holistic manner to a special learning community with the aim of determining an appropriate e-learning model and platform to support curriculum design. The paper focuses on a pilot project at a suburban school for students with special needs. The aims of the project are to observe the level of immersion and engagement and its impact on curriculum outcomes of the group. This research project further investigates the transition issues and approaches for this group and the links and relationships beyond the normal school environment. The project has been funded by the School of Information Systems and the School Community.

The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings

2007 ◽  
Vol 31 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Robin Howard ◽  
Jerry Ford
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Special Needs ◽  
Structured Interview ◽  
Professional Status ◽  
Teaching Staff ◽  
Students With Special Needs ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Teacher Aides

This study examined the perceptions of teacher aides regarding their roles and responsibilities in supporting senior students with special needs in mainstream secondary school settings. Fourteen teacher aides were interviewed using a semi‐structured interview guide to determine their views regarding their roles and responsibilities, the challenges they faced, their relationships with parents, teachers and students, and their professional development needs. Findings from the study indicated that the participating teacher aides performed a variety of roles and that they often had a considerable degree of autonomy and responsibility in providing academic, social, and behavioural support to the students they served. Teacher aides reported that they were generally satisfied with their jobs and proud of their contributions and accomplishments. However their relationships with teaching staff were often challenging. Teacher aides also indicated that their roles and responsibilities were not clearly delineated, their professional status was not formally recognised, opportunities for advancement and professional development were limited, and that they received little systematic feedback and evaluation of their performance.

School-Based Rehabilitation Services in India

2021 ◽  
pp. 178-199
Author(s):  
Thomas Jacob ◽  
Aneesh Kumar
Keyword(s):  
Special Needs ◽  
Rehabilitation Services ◽  
Students With Special Needs ◽  
School Settings ◽  
School Based ◽  
Rehabilitation Model ◽  
Counselling Students

The chapter focuses on significant aspects of counselling students with special needs. This chapter emphasizes continuing life adjustment through the lens of a person-centred approach. The chapter familiarises counsellors with ways to create an environment/climate for the learners in school for them to develop to the fullest and learn to cope with life. The focus of the chapter lies in a school-based rehabilitation model. Additionally, the chapter provides a three-tier model of different interventions for use in school settings.

Collaboration Constructs for Inclusive Settings

2021 ◽  
pp. 132-160
Author(s):  
Dena AuCoin ◽  
Brian Berger
Keyword(s):  
General Education ◽  
Special Needs ◽  
Real Life ◽  
Shared Vision ◽  
Mutual Respect ◽  
Students With Special Needs ◽  
Inclusive Settings ◽  
Support Students ◽  
Insight Into ◽  
Life Issue

Inclusion is built on the idea that all students are valuable and significant members of their community and should be accepted in general education settings. Inclusion is a term that can define classroom practices, but it is also a valued system where all students have a sense of belonging. Collaboration between teachers can effectively support students with special needs (SSN) in inclusion, offering insight into student needs and providing valuable information for supporting students. Research has identified the effective collaborative constructs of (1) shared planning, (2) frequent communication, (3) shared vision, (4) mutual respect, and (5) joint trust. This chapter will investigate the real-life issue of collaboration needs and define the established collaborative constructs for practice.

Transition of integrated students and students with special needs from primary to secondary school

1997 ◽  
Vol 21 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Carmel Feeney ◽  
G. F. Best
Keyword(s):  
Secondary School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Social Environment ◽  
School Environment ◽  
Academic Adjustment ◽  
Smooth Transition ◽  
Students With Special Needs ◽  
Specific Activities ◽  
Level Of Concern

Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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