Controversial practices in the education of students with high support needs

2004 ◽  
Vol 4 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Jennifer Stephenson
Keyword(s):  
Support Needs ◽  
Education Of Students ◽  
High Support

Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

2005 ◽  
Vol 29 (1) ◽  
pp. 60-83
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Student Teachers ◽  
Special Education Teachers ◽  
Best Practice ◽  
Support Needs ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Education Of Students ◽  
High Support

Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.

Educational Programming for Students with High Support Needs: A Report of Work in Progress

1999 ◽  
Vol 23 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Michael Arthur ◽  
Phil Foreman ◽  
Sue Pascoe ◽  
Nancy Butterfield ◽  
Deone Bennett
Keyword(s):  
Intellectual Disability ◽  
Case Studies ◽  
Educational Programs ◽  
Support Needs ◽  
Educational Programming ◽  
Physical Impairments ◽  
Student Behaviour ◽  
Professional Perspectives ◽  
Education Of Students ◽  
High Support

This paper reports research in progress investigating parental and professional perspectives on issues relating to the education of students with high support needs, examined in the context of the perceived behaviour states of students. Students with high support needs typically have a combination of physical impairments, complicated medical conditions and severe to profound intellectual disability. The paper includes case studies on four students from a range of settings, based on the observation phase of the study. The case studies illustrate the nature of the output from behaviour states observation. It is suggested that the analysis of student behaviour states has potential for evaluating the outcomes of educational programs for students with high support needs.

Committed to Caring: Family-Based Short-Break Carers' Views of Their Role

2003 ◽  
Vol 27 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Beth Tarleton
Keyword(s):  
Support Needs ◽  
Disabled Children ◽  
Staff Time ◽  
Short Term ◽  
Regular Care ◽  
Family Based ◽  
High Support ◽  
The Way

Short-break carers are short-term foster carers who provide regular care, often one weekend a month, for disabled children. Beth Tarleton reports on a study of 53 short-break carers offering short breaks for children with high support needs. The research found that short-break carers provided short breaks because they enjoyed it and developed real relationships with the children, but that the way in which they were recruited, assessed, trained, paid and supported was often influenced by a lack of staff time and resources, and a lack of clarity regarding their role.

Educational programming for students with high support needs: A report of work in progress

1999 ◽  
Vol 23 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Michael Arthur ◽  
Phil Foreman ◽  
Sue Pascoe ◽  
Nancy Butterfield ◽  
Deone Bennett
Keyword(s):  
Support Needs ◽  
Educational Programming ◽  
Work In Progress ◽  
High Support

scholarly journals Costs and cognitive disability: modelling the underlying associations

2002 ◽  
Vol 180 (2) ◽  
pp. 120-125 ◽  
Author(s):  
Shane Kavanagh ◽  
Martin Knapp
Keyword(s):  
Cost Effectiveness ◽  
Elderly People ◽  
Support Needs ◽  
Cognitive Disability ◽  
Severity Of Disability ◽  
Secondary Analyses ◽  
The Uk ◽  
The Cost ◽  
High Support

BackgroundThe high support needs of elderly people with cognitive disability raise questions about the cost-effectiveness of different treatments. Associations between costs and cognitive disability could be influenced by other factors, particularly comorbidities.AimsTo examine the links between costs and cognitive disability in the context of covariates.MethodSecondary analyses of data from the UK Office of Population Censuses and Surveys disability surveys for over 4500 elderly people living in households were used to examine associations between cost and cognitive disability.ResultsCosts varied considerably, and were associated with severity of disability along a number of dimensions. The cost-raising effects of cognitive disability were smaller when the analyses controlled for levels of disability in other domains.ConclusionsCognitive disability is significantly associated with higher costs, but these analyses highlight the need to examine a range of disabilities.

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