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Showing 1 to 15 of 49 results Save | Export
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Fox, Russell A.; Sharma, Umesh; Leif, Erin S.; Stocker, Karina L.; Moore, Dennis W. – Australasian Journal of Special and Inclusive Education, 2021
Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the…
Descriptors: Teacher Attitudes, Teachers, Barriers, Student Behavior
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Swalwell, Janene M.; McLean, Louise A. – Australasian Journal of Special and Inclusive Education, 2021
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…
Descriptors: Social Emotional Learning, Foreign Countries, Preschool Education, Preschool Children
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Nyberg, Amanda; Ferm, Ulrika; Bornman, Juan – Australasian Journal of Special and Inclusive Education, 2021
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…
Descriptors: Child Abuse, Students with Disabilities, Disproportionate Representation, Teaching Methods
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Westwood, Peter – Australasian Journal of Special and Inclusive Education, 2021
This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to…
Descriptors: Foreign Countries, Inclusion, Educational History, Educational Policy
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Beaumont, Dervla; Blakey, Tanya; Stuart, Neil; Woodward, Julia – Australasian Journal of Special and Inclusive Education, 2021
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…
Descriptors: Autism, Pervasive Developmental Disorders, Young Children, Training
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Bruck, Susan; Robinson, Ainslie; Gallagher, Emma – Australasian Journal of Special and Inclusive Education, 2021
Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Inclusion
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Quick, Tracey; Flatley, Beth; Sellwood, Claire; Alam, Oishee; Vukovich, Ildi – Australasian Journal of Special and Inclusive Education, 2021
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…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Preschool Children
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Aylward, Elizabeth; Neilsen-Hewett, Cathrine – Australasian Journal of Special and Inclusive Education, 2021
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…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Outcomes of Education
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Fulcher, Anne; Sargeant, Amber; de Rosnay, Marc; Hopkins, Tracy; Neal, Katie; Davis, Aleisha – Australasian Journal of Special and Inclusive Education, 2021
Many children with hearing loss have atypical social communication skills despite having age-appropriate speech and language. Graduate assessments in an early intervention program for children with hearing loss indicated that despite achieving language skills within typical limits for over a decade, social skills development was frequently…
Descriptors: Social Integration, Theory of Mind, Comparative Analysis, Communication Skills
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Warren, Jane; Soukakou, Elena P.; Forster, John; Ng, Lai-Thin; Nteropoulou-Nterou, Evdoxia – Australasian Journal of Special and Inclusive Education, 2021
Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons…
Descriptors: Foreign Countries, Inclusion, Educational Practices, Preschool Education
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O'Rourke, John; Main, Susan; Gray, Christina; Lovering, Christine – Australasian Journal of Special and Inclusive Education, 2021
It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to…
Descriptors: Students with Disabilities, Art Education, Story Telling, Sensory Experience
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Foggett, Judith; Conway, Robert; Dally, Kerry – Australasian Journal of Special and Inclusive Education, 2021
Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a…
Descriptors: Principals, Program Implementation, Positive Behavior Supports, Models
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Thomas, Jeff; Rayner, Christopher – Australasian Journal of Special and Inclusive Education, 2021
Flexible learning programs (FLPs) provide a place for students who have disengaged and disconnected from mainstream schools. Despite the legislative framework in Australia supporting the participation of students with disability in their local mainstream schools wherever possible, very little research focusing on whether students with disability…
Descriptors: Students with Disabilities, Nontraditional Education, Educational Environment, Inclusion
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Duncan, Jill; Punch, Renee – Australasian Journal of Special and Inclusive Education, 2021
Inclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce's preparedness for…
Descriptors: Inclusion, Principals, Administrator Attitudes, Foreign Countries
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Kishida, Yuriko; Carter, Mark; Kemp, Coral – Australasian Journal of Special and Inclusive Education, 2021
Although the use of data is important for informing inclusive practice, research into Australian early childhood educators' data practice is limited. Types of data collected in early childhood settings and the use of these data were investigated. Surveys completed by 105 early childhood educators across Australia indicated that anecdotal written…
Descriptors: Data Use, Data Collection, Early Childhood Teachers, Early Childhood Education
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