ERIC Number: ED456273
Record Type: RIE
Publication Date: 2001-Mar
Reference Count: N/A
Teachers' Needs in Supporting Students with a Disability in the Classroom: A Research Report.
An Australian study explored what teachers thought about working with students with disabilities and what kind of factors affected their practices. Twelve teachers from Box Hill Institute in Melbourne were interviewed using questions grouped into these four categories: background and experience, attitude, professional issues, and recommendations. Numerous findings were consistent with expectations; others confounded and surprised researchers. First, there was a distinct gap in the professional knowledge of teachers in dealing with certain disabilities and a significant information gap between institute policy, driven by government legislation, and level of teaching practice. Second, teachers needed to know how to be fair in their teaching practices where students with a disability were involved but without disadvantaging other students. Guidelines embracing the concepts of fairness, and the qualifying role of special needs and positive discrimination, were needed as part of the professional understanding of all staff. Third, teachers expressed these concerns about the assessment process involving students with a disability: fairness, whether a revised assessment measures competence, and time for assessment modifications. Fourth, the selection process was questioned because of the perception that technical and further education is obliged to take any kind of student, even where suitability for a course is doubtful. Recommendations include these: (1) get existing information into the hands of teachers; (2) develop guidelines on what's expected of teachers and support staff; (3) obtain information and training on disabilities, learning styles, and best practices; and (4) develop guidelines on allowable assessment variations (YLB)
Descriptors: Academic Accommodations (Disabilities), Access to Education, Accessibility (for Disabled), Admission Criteria, Classroom Techniques, Compliance (Legal), Developed Nations, Disabilities, Foreign Countries, Inservice Teacher Education, Knowledge Base for Teaching, Postsecondary Education, Student Evaluation, Teacher Attitudes, Teaching Methods, Technical Education
For full text: http://www.avetra.org.au/PAPERS%202001/eraclides.pdf.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Research to Reality: Putting VET Research To Work. Proceedings of the Australian Vocational Education and Training Research Association (AVETRA) Conference (4th, Adelaide, Australia, March 28-30, 2001); see CE 082 232. An introductory paper on aspects of a report by G. Eraclides and V. Achia, May 2000, Box Hill Institute.