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Garwood, Justin D.; Harris, Alene H. – Australasian Journal of Special and Inclusive Education, 2020
Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the…
Descriptors: Tutorial Programs, Computer Mediated Communication, Electronic Learning, Faculty Development
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Iacono, Teresa; McKinstry, Carol; Wilson, Elena; Bagley, Kerryn; Kenny, Amanda – Australasian Journal of Special and Inclusive Education, 2020
The Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become 'centres of expertise' to support inclusion in mainstream schools. Informed by evidence reviews of…
Descriptors: Special Schools, Expertise, Mainstreaming, Inclusion
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Costley, Debra; Baldwin, Susanna; Clark, Trevor; Howlin, Patricia; Taffe, John R.; Beaumont, Renae; Gray, Kylie M.; Einfeld, Stewart L.; Smith-Merry, Jennifer; Roberts, Jacqueline; Sofronoff, Kate – Australasian Journal of Special and Inclusive Education, 2020
Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role…
Descriptors: Parent Participation, Educational Objectives, Autism, Pervasive Developmental Disorders
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Zanuttini, Jessica Zoe – Australasian Journal of Special and Inclusive Education, 2020
While teachers and researchers of students with disability are commonly interested in individual students and their progress towards individualised goals, traditional approaches to educational research that aim to illustrate generalisation between cause and effect are still commonly used. Traditional approaches, such as group-comparison designs,…
Descriptors: Special Education, Teaching Methods, Correlation, Students with Disabilities
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Cumming, Therese M.; Strnadová, Iva; Danker, Joanne – Australasian Journal of Special and Inclusive Education, 2020
Students with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intellectual Disability
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Vlcek, Samantha; Somerton, Michelle; Rayner, Christopher – Australasian Journal of Special and Inclusive Education, 2020
The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With…
Descriptors: Autism, Pervasive Developmental Disorders, Teamwork, Cooperative Planning
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Singer, Steven; Cacciato, Kimberly; Kamenakis, Julianna; Shapiro, Allison – Australasian Journal of Special and Inclusive Education, 2020
A Deaf with disabilities (DWD) male professor, 2 hearing female teacher candidates, 11 parents (4 of whom were immigrants), and 6 DWD children sought to better understand the experiences of parents of DWD children by conducting an ethnographic study (Singer, Kamenakis, Shapiro, & Cacciato, in press). The research team recorded reflexive…
Descriptors: Special Education, Educational Research, Deafness, Disabilities
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Aprile, Kerry Therese; Knight, Bruce Allen – Australasian Journal of Special and Inclusive Education, 2020
Developing the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact…
Descriptors: Inclusion, Student Teacher Attitudes, Student Teachers, Students with Disabilities
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Page, Angela; Berman, Jeanette; Serow, Penelope – Australasian Journal of Special and Inclusive Education, 2020
It is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary…
Descriptors: Foreign Countries, Parent Attitudes, Teacher Attitudes, Inclusion
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Birzenieks, Linda; Hivers, Lisa; Cole, Naomi; Smyth, Eleisha; Raap, Lena Hoffman; Smith, Jane; Wood, Justin; Roche, Sue; Wrigley, Andrew; Arthur-Kelly, Michael – Australasian Journal of Special and Inclusive Education, 2020
This paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach…
Descriptors: Data Collection, Reliability, Professional Development, Action Research
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Favot, Kate; Carter, Mark; Stephenson, Jennifer – Australasian Journal of Special and Inclusive Education, 2019
The ability to generate narratives is important for literacy development. Children with autism spectrum disorder (ASD) have been found to generate less complex narratives than typically developing peers. This pilot AB study was designed to investigate the efficacy of a brief intervention procedure to develop the macrostructure of original…
Descriptors: Autism, Fiction, Generalization, Intervention
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Carlon, Sarah; Carter, Mark; Stephenson, Jennifer – Australasian Journal of Special and Inclusive Education, 2019
Extant research addressing implicit factors related to intervention decisions made by parents of children with autism spectrum disorder (ASD) is limited and findings have been inconsistent. In the present study, 74 parents of preschoolers with ASD were surveyed regarding intervention use. The possible relationships between implicit parent factors…
Descriptors: Decision Making, Early Intervention, Parent Attitudes, Autism
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Stone, Bessie G.; Mills, Kathy A.; Saggers, Beth – Australasian Journal of Special and Inclusive Education, 2019
There is an absence of research into online friendships and video gaming activities of students with autism spectrum disorder (ASD). In this article we describe how friendships of students with ASD were developed in an online multiplayer context using the popular sandbox game, Minecraft. Multimodal analysis of the data demonstrated that online…
Descriptors: Autism, Pervasive Developmental Disorders, Friendship, Computer Games
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Mrstik, Samantha; Pearl, Cynthia; Hopkins, Rebecca; Vasquez, Eleazar, III; Marino, Matthew T. – Australasian Journal of Special and Inclusive Education, 2019
Special educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with…
Descriptors: Foreign Countries, Job Satisfaction, Resilience (Psychology), Special Education
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Jigyel, Karma; Miller, Judith A.; Mavropoulou, Sofia; Berman, Jeanette – Australasian Journal of Special and Inclusive Education, 2019
This paper reports the findings from a study investigating Bhutanese parents' involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of…
Descriptors: Foreign Countries, Parent Participation, Children, Parents
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