The Effects of Special Education Support on Young Australian School Students

2015 ◽  
Vol 63 (3) ◽  
pp. 271-292 ◽  
Author(s):  
Ian Dempsey ◽  
Megan Valentine ◽  
Kim Colyvas
Keyword(s):  
Special Education ◽  
Australian School ◽  
School Students ◽  
Education Support

Transition Into and Out of Special Education Services by Young Australian School Children Between 2006 and 2010

2014 ◽  
Vol 38 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Special Education ◽  
School System ◽  
Special Education Services ◽  
Australian School ◽  
School Students ◽  
Education Services ◽  
The Status ◽  
Education Support ◽  
To Receive ◽  
Over Time

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system.

Special Education Outcomes and Young Australian School Students: A Propensity Score Analysis Replication

2017 ◽  
Vol 41 (1) ◽  
pp. 68-86 ◽  
Author(s):  
Ian Dempsey ◽  
Megan Valentine
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Propensity Score Analysis ◽  
Learning Problems ◽  
Australian School ◽  
School Students ◽  
Education Outcomes ◽  
Score Analysis ◽  
Specific Subgroup ◽  
Education Support

Using a second cohort of Australian school students, this study repeated the propensity score analysis reported by Dempsey, Valentine, and Colyvas (2016) that found that 2 years after receiving special education support, a group of infant grade students performed significantly less well in academic and social skills in comparison to matched groups of students who did not receive support. Using Longitudinal Study of Australian Children data, the present study found that the second cohort of students with additional needs also performed less well than matched groups of peers and that these results also held true for the specific subgroup of these children with learning disability/learning problems. The ramifications of these results to the delivery of special education in Australia are discussed.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

scholarly journals Universally Designed Educational Material for Students with and without Disabilities: Would Its Development Be Possible without the Contribution of IT Applications?

2018 ◽  
pp. 50 ◽  
Author(s):  
Konstantinos Gkyrtis ◽  
Maria Gelastopoulou ◽  
Vassilis Kourbetis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
Educational Material ◽  
Massive Open Online Courses ◽  
Special Educational Needs ◽  
Educational Materials ◽  
School Students ◽  
E Learning ◽  
And Training

The Institute of Educational Policy, seeking to realize inclusive policies and practices planned the project: “Design and Development of Universally Accessible Educational Material.” Its objectives are the development of universally designed digital educational materials for nursery primary and secondary school students with disabilities or special educational needs. The project focuses on developing new open source digital educational material and software for special education in Greece, adopting and using the popular platform OpenEdX of asynchronous e-learning that allows the organization of Massive Open Online Courses (MOOCs), aimed at distance learning and training of the teachers of general and special education.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2022 ◽  
pp. 1268-1294
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

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