Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences

2018 ◽  
Vol 42 (02) ◽  
pp. 127-142 ◽  
Author(s):  
Julie M. McMillan ◽  
Karyn L. Carson ◽  
Peter M. Walker ◽  
Anna G. Noble ◽  
Jane M. Jarvis ◽  
...  
Keyword(s):  
Learning Communities ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Online Survey ◽  
Learning Experiences ◽  
Future Research ◽  
Special Schools ◽  
Australian Curriculum ◽  
Perceived Needs ◽  
Policy Practice

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.

How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?

2018 ◽  
Vol 42 (02) ◽  
pp. 111-126 ◽  
Author(s):  
Peter M. Walker ◽  
Karyn L. Carson ◽  
Jane M. Jarvis ◽  
Julie M. McMillan ◽  
Anna G. Noble ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
National Curriculum ◽  
Future Research ◽  
Individual Student ◽  
Policy And Practice ◽  
Special Schools ◽  
Australian Curriculum ◽  
Policy Practice ◽  
Inclusive Curriculum ◽  
Primary Basis

Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing to meet the needs of all students with disabilities (SWD) and their teachers. There is a need for research into the daily attempts of educators to navigate the tension between a ‘top-down’ system-wide curriculum and a ‘bottom-up’ regard for individual student needs, with a view to informing both policy and practice. This article is the first of two research papers in which we report the findings from a national online Research in Special Education (RISE) Australian Curriculum Survey of special educators in special schools, classes, and units regarding their experience using the AC to plan for and teach SWD. Survey results indicated (a) inconsistent use of the AC as the primary basis for developing learning objectives and designing learning experiences, (b) infrequent use of the achievement standards to support assessment and reporting, and (c) considerable supplementation of the AC from other resources when educating SWD. Overall, participants expressed a lack of confidence in translating the AC framework into a meaningful curriculum for SWD. Implications for policy, practice, and future research are discussed.

scholarly journals Evaluating the Effectiveness and Functionality of Professional Learning Communities in Adult ESL Programs

2018 ◽  
Vol 35 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Marilyn L. Abbott ◽  
Kent K. Lee ◽  
Marian J. Rossiter
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Review Literature ◽  
Evaluation Framework ◽  
Future Research ◽  
Esl Programs ◽  
Adult Esl ◽  
Langue Seconde ◽  
Groupes De Discussion

In this article, we describe and evaluate a research utilization initiative designed to bridge the teaching English as a second language (TESL) research-practice gap by fostering the formation of and supporting professional learning communities (PLCs) in adult ESL instructional contexts. We review literature on teachers’ professional reading, learning, and development. We use Guskey’s (2014) professional learning evaluation framework and Hord’s (2009) six critical dimensions of PLCs to assess the effectiveness and functionality of PLCs in nine adult ESL programs. Five years of data collection included focus group interviews, professional learning community discussions, monthly online surveys, and a final follow-up survey. Data were analyzed in relation to (a) the five levels in Guskey’s framework: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes; and (b) the functionality of the PLCs. Results indicate that researcher supported PLCs can be effective in assisting teachers to address their professional development needs and goals. However, the interest and enjoyment experienced by participating in the PLCs, and ultimately the sustainability of the PLCs, also depend on the groups’ social and professional capital. We provide suggestions for future research and for the creation and maintenance of PLCs in TESL. Dans cet article, nous décrivons et évaluons une initiative de recours à la recherche conçue pour faire le pont entre la recherche et la pratique dans l’enseignement de l’anglais langue seconde (TESL) en favorisant la formation et le soutien des communautés d’apprentissage professionnelles (CAP) dans des contextes d’enseignement de l’anglais langue seconde (ESL) aux adultes. Nous étudions la documentation sur les habitudes de lecture, l’apprentissage et le perfectionnement des enseignants. Nous utilisons le modèle d’évaluation de la formation continue de Guskey (2014) et les six dimensions critiques des CAP afin d’évaluer l’efficacité et la fonctionnalité des CAP de Hord (2009) dans neuf programmes d’enseignement de l’anglais langue seconde aux adultes. Recueillies sur une période de cinq ans, les données de l’étude proviennent d’entrevues réalisées au sein de groupes de discussion, de discussions au sein de CAP, de sondages mensuels en ligne et d’un sondage de suivi fi nal. Les données ont été analysées en relation avec (a) les cinq niveaux du modèle de Guskey (2014): la réaction des participants, l’apprentissage des enseignants, le soutien organisationnel face au changement, l’utilisation par les enseignants des nouvelles connaissances et habiletés et les résultats au niveau des élèves; et (b) la fonctionnalité des CAP. Les résultats indiquent que les CAP appuyées par des chercheurs peuvent aider effi cacement les enseignants à subvenir à leurs besoins et à aĴ eindre leurs objectifs en matière de perfectionnement professionnel. Il faut toutefois signaler que l’intérêt et l’appréciation des participants d’une CAP et, en bout de ligne, la durabilité d’une CAP dépendent également du capital social et professionnel du groupe. Nous faisons des suggestions pour de futures recherches ainsi que pour la création et le maintien de CAP dans le domaine de l’enseignement de l’anglais langue seconde.

scholarly journals A Qualitative Exploration of Preservice Teachers’ Preparation to Use Assistive Technology in Saudi Arabia

2021 ◽  
Vol 45 (1) ◽  
pp. 303-327
Keyword(s):  
Preservice Teachers ◽  
Saudi Arabia ◽  
Teacher Preparation ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Learning Experiences ◽  
Kingdom Of Saudi Arabia ◽  
Perceived Needs ◽  
Qualitative Survey ◽  
Qualitative Exploration

Preparing future teachers for assistive technology (AT) usage is essential for effective and appropriate teaching of students with disabilities. Teacher preparation to use AT in the Kingdom of Saudi Arabia (KSA) is still not thorough and has been linked to teachers’ lack of AT use with students. Thus, in this study, a qualitative approach was employed to explore preservice teacher preparation to use AT. Utilizing a qualitative survey questionnaire, data were collected from 32 participants from two Saudi universities. Three major themes from the data were obtained for this study: (a) teacher preparation, (b) learning experiences, and (c) perceived needs. The findings revealed a significant paucity of learning experiences regarding AT usage, AT courses, and AT practices, with the participants indicating a pressing need for prior practicum training.

scholarly journals Extent of Implementing the Characteristics of Professional Learning Communities at the UAE Special Education Centers

2021 ◽  
Vol 20 (4) ◽  
pp. 265-283
Author(s):  
Rami Abdallah ◽  
Rawhi Mraweh Abdat ◽  
Christopher Hill
Keyword(s):  
Special Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Students With Disabilities ◽  
United Arab Emirates ◽  
Professional Learning ◽  
Educational Level ◽  
Descriptive Analysis ◽  
Years Of Experience ◽  
Significant Difference

Professional learning communities (PLCs) are formed on the basis of the perception that collaboration among educators is an essential factor to improve and develop the learning environment and students’ outcomes (Hord, 1997; DuFour, 2004). Accordingly, the purpose of this study is twofold: First, we investigated the extent of practicing the characteristics of PLCs at special education (SE) centers in the United Arab Emirates (UAE). Second, we determined whether the PLC skills among SE educators vary on the basis of the type of educator, educational level, years of experience, and students’ disability. We collected our data using Google Forms and with a pre-existing and tested questionnaire (Abdallah, 2021). After collecting filled-out forms from (151) educators, we conducted descriptive analysis and inferential statistics, including Mann–Whitney U and Kruskal–Wallis tests. Our results revealed that educators working with students with disabilities in SE centers have a high level of PLC skills in all domains. Educators’ educational level, years of experience, and students’ disabilities create significant differences in the practice of the PLC characteristics in SE centers. However, the type of educator has no significant difference in implementing these characteristics. Overall, this study can serve as a basis for further research on PLCs within the SE field and addresses the lack of knowledge of this topic. We conclude the effectiveness and readiness of PLCs as a new approach to handling and teaching students with disabilities in the UAE context.

scholarly journals Effects of consultation on professional learning communities

2018 ◽  
Author(s):  
◽  
June Laney Preast
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Future Research ◽  
Baseline Phase ◽  
Baseline Design ◽  
Collaborative Engagement ◽  
Rti Model ◽  
Problem Solving Teams ◽  
The Impact

School consultation has been used to increase fidelity of implementation for team processes (Burns, Peters, and Noell, 2008) and resulting interventions (Noell, Witt, Gilbertson, Ranier, and Freeland, 1997). Professional learning communities are teacher teams with the overall purpose of changing educator behavior through collaborative engagement with colleagues and use of data to inform instructional practices (DuFour, Eaker, and DuFour, 2005; McLaughlin and Talbert, 2006). School-based teams, such as problem-solving teams, do not often follow implementation guidelines (Burns and Symington, 2002), thus hindering a crucial element of a successful response to intervention (RTI) model (Burns and Coolong-Chaffin, 2006). The discussion of student data and intervention strategies happening within PLCs is important for the continuation of an RTI model within schools (Burns and Gibbons, 2012). ... Each team was observed with the rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The intervention phase involved the researcher providing consultation on an identified area of weakness and guiding the team through an intervention, using an instructional consultation framework. The results from the study indicated a change in PLC implementation when consultation was added. Each team displayed an improvement in their implementation of PLC practices that was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small, in comparison to the baseline phase. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.

Understanding educator attitudes towards and perceptions of mathematics in early childhood

2021 ◽  
pp. 1476718X2110527
Author(s):  
Kelly Johnston ◽  
Rebecca Bull
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Online Survey ◽  
Mathematical Thinking ◽  
Strong Predictor ◽  
Early Childhood Educators ◽  
Future Research ◽  
Research Projects ◽  
Educator Attitudes ◽  
Effective Form

The first 3 years of life are identified as a period where children are primed for mathematical thinking, and a time where significant and critical development occurs. Additionally, mathematical ability in the years before children start school serves as a strong predictor of later achievement. However, many early childhood educators do not recognise the relevance of focussing on numeracy with very young children, and there remains a paucity of research on mathematical thinking and learning with infant and toddler aged children. This study sought to investigate early childhood educators’ perspectives on mathematics for children birth to 5 years of age. Educators were invited to complete an online survey and a mixed methods approach was used to interpret the responses. The findings revealed that even though mathematics was seen as relevant and important across the birth to five age range, these values were not significantly reflected in educator’s preferred or espoused teaching practices. The study also identified a range of factors that positively and negatively influenced educator self-efficacy and dispositions towards mathematics across their lifespans. Practitioner led research projects are suggested as an effective form of professional learning to incorporate into future research projects.

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

2016 ◽  
Vol 45 (2) ◽  
pp. 219-237 ◽  
Author(s):  
Jia Zhang ◽  
Rui Yuan ◽  
Shulin Yu
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
School Leadership ◽  
Professional Learning ◽  
School Leaders ◽  
Future Research ◽  
External Resources ◽  
Accountability System ◽  
Accountability Policy ◽  
Financial Power

Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 164-172
Author(s):  
Aimee Massafra ◽  
Tracy Gershwin ◽  
Katrine Gosselin
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Current Policy ◽  
Individuals With Disabilities ◽  
Policy Practice ◽  
The Past ◽  
Disabilities Education Act ◽  
Training And Supervision ◽  
Education Act

Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion

2019 ◽  
Vol 44 (1) ◽  
pp. 15-27
Author(s):  
Teresa Iacono ◽  
Carol McKinstry ◽  
Elena Wilson ◽  
Kerryn Bagley ◽  
Amanda Kenny
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Health Professionals ◽  
Online Survey ◽  
Allied Health ◽  
Special School ◽  
Allied Health Professionals ◽  
Special Schools ◽  
Educational Inclusion ◽  
Parents Education

AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.

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