Factors Influencing Teacher Efficacy in Inclusive Education

The present research attempted to examine the relative importance of student-related and school-related factors in accounting for teacher efficacy in inclusive education. The research adopted a predictive research design, and the sample of the research consisted of teachers (N = 292) working in public middle schools in the province of Niğde in the Central Anatolia Region of Turkey. To determine the factors influencing teacher efficacy in inclusive education, Teacher Demographic Information Questionnaire and Teacher Efficacy for Inclusive Practices scale were used. In the research, multiple regression analysis was conducted to examine how well each set of independent variables — student-related factors and school-related factors — predicted teacher efficacy in inclusive education. According to the findings, student-related and school-related factors significantly influence teacher efficacy in inclusive education. Regarding the student-related factors, parental involvement, among other variables, was the most substantial predictor of teacher efficacy in inclusive education. Also, in terms of school-related factors, class size was the most substantial predictor of teacher efficacy in inclusive education.

The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools

The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were analysed for key themes. Some schools had a narrow focus on a few key areas, with teaching assistants being the most commonly reported adjustment. Few schools used formal formative monitoring to evaluate the effectiveness of adjustments. Options for improvement schools could consider include examining the breadth of adjustments, establishing clear measurable goals, considering alternative strategies for use of teaching assistants, and ensuring adjustments are monitored.

Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program

Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland’s early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.

School-Based Abuse Prevention Programs for Children With Disabilities: A Qualitative Study of Components and Methods

Children with communicative and/or intellectual disabilities are disproportionally affected by abuse when compared to their typically developing peers. In this study, we investigate the key components and teaching methods for abuse prevention programs for use in special schools. The views of parents of children with disabilities were obtained via semistructured individual interviews (n = 6), and the views of special education teachers (n = 7) and practitioners who work with child victims with disabilities (n = 5) via focus groups. Results were coded using thematic analysis and are reported using the behavioural ecological model. Results indicate that children’s rights and empowerment were seen as key components. Videos and role-play were reported as effective interactive teaching methods. Using augmentative and alternative communication strategies, such as pictorial support and manual signs, were thought to increase children’s understanding and participation. We conclude that teacher involvement in school-based abuse prevention is essential to meet the needs of children with disabilities.

Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools

The Pyramid Model (PM) is an evidence-based, early educational framework designed to promote all young children’s social-emotional-behavioural (SEB) learning. The tiered PM early education practice framework, developed in North America, embeds strategies for children with exceptional needs naturally and coherently integrates apparently divergent approaches to promoting young children’s SEB skills. Responsive teaching, which is fundamental to early education practice, is shown to link with positive behaviour support practices by means of incidental and planned intentional teaching. These early education PM practices are intended to promote children’s SEB skills when used together purposefully, consistently, and intensively. The PM’s potential application in Australia was investigated with 4–5-year-olds in 4 Victorian preschools. Quantitative data from the study suggested that after training and subsequent coaching in the PM, there was significant change in intervention educators’ behaviour, which was independently observed and rated using the Teaching Pyramid Observation Tool. Concurrently, the SEB skills of the children in the intervention groups were shown to have developed at a significantly greater rate than the children in the contrast groups as assessed using the Social Skills Improvement System Rating Scales.

A Model of Inclusion for Children With Disability in NSW Community Preschools

The New South Wales (NSW) Government supports the meaningful participation of children with disability and additional learning needs in community-based not-for-profit preschools. Funding and sector capacity building is provided under the Disability and Inclusion Program to support access and participation in educational programs. Research and theories, which highlight the essential factors for successful inclusion, have been used to guide the development of the program. Baseline data were collected from 680 survey respondents from NSW community preschools regarding barriers to inclusion and supports needed to ensure that inclusion for children with additional needs is successful. Attitude to inclusion was not reported to be a major barrier; however, educators reported the need for specialist support and appropriate training. Data from the program continue to reveal the reality of inclusion for children and the role played by funding and ongoing capacity-building support.

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.