Publication Date
In 2024 | 0 |
Since 2023 | 2 |
Since 2020 (last 5 years) | 10 |
Since 2015 (last 10 years) | 11 |
Since 2005 (last 20 years) | 11 |
Descriptor
Program Effectiveness | 11 |
Foreign Countries | 7 |
Students with Disabilities | 6 |
Autism | 3 |
Pervasive Developmental… | 3 |
Student Needs | 3 |
Teacher Attitudes | 3 |
Adolescents | 2 |
Barriers | 2 |
Blended Learning | 2 |
Educational Technology | 2 |
More ▼ |
Source
Australasian Journal of… | 11 |
Author
Stephenson, Jennifer | 3 |
Carter, Mark | 2 |
Audrey Mupiwa | 1 |
Beaumont, Dervla | 1 |
Blakey, Tanya | 1 |
Bruck, Susan | 1 |
Clements, Melissa | 1 |
Cumming, Therese M. | 1 |
Daksha Patel | 1 |
David John Musendo | 1 |
Gallagher, Emma | 1 |
More ▼ |
Publication Type
Journal Articles | 11 |
Reports - Research | 8 |
Information Analyses | 2 |
Reports - Descriptive | 1 |
Reports - Evaluative | 1 |
Education Level
Elementary Secondary Education | 2 |
Adult Education | 1 |
Early Childhood Education | 1 |
High Schools | 1 |
Preschool Education | 1 |
Secondary Education | 1 |
Audience
Location
Australia | 4 |
Belgium | 1 |
Brazil | 1 |
China | 1 |
India | 1 |
Italy | 1 |
New Zealand | 1 |
Singapore | 1 |
Turkey | 1 |
United Kingdom | 1 |
United States | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Therese M. Cumming; Lisa Gilanyi – Australasian Journal of Special and Inclusive Education, 2023
Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets of worksheets or participate in distance education. The current study was a collaborative action research project…
Descriptors: Students with Disabilities, Emotional Disturbances, Special Schools, Access to Education
David John Musendo; Nathaniel Scherer; Joyline Jepkosgei; Lillian Maweu; Audrey Mupiwa; Onai Hara; Sarah Polack; Daksha Patel – Australasian Journal of Special and Inclusive Education, 2023
The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles…
Descriptors: Intervention, Parent Participation, Parent School Relationship, Students with Disabilities
Cumming, Therese M.; Strnadová, Iva; Lee, Hee Min; Lonergan, Robyn – Australasian Journal of Special and Inclusive Education, 2022
The aim of this systematic review was to map the peer-reviewed literature (2009-2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of…
Descriptors: Special Needs Students, Integrated Services, Elementary Secondary Education, Program Effectiveness
Haas, Kaaren; Carter, Mark; Stephenson, Jennifer; Gibbs, Vicki – Australasian Journal of Special and Inclusive Education, 2022
Parents whose autistic child's needs are not met within mainstream schooling may seek alternative modes of education, such as home or distance education. There is a paucity of research on the delivery of home or distance education programs for autistic students. This study reports on the experiences of parents, students and teachers in the…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Distance Education, Blended Learning
Carter, Mark; Webster, Amanda; Stephenson, Jennifer; Waddy, Neale; Stevens, Robert; Clements, Melissa; Morris, Talia – Australasian Journal of Special and Inclusive Education, 2022
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…
Descriptors: Foreign Countries, Student Needs, Students with Disabilities, Mainstreaming
Stephenson, Jennifer; Ganguly, Rahul – Australasian Journal of Special and Inclusive Education, 2022
The increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities.…
Descriptors: Students with Disabilities, Inclusion, Program Effectiveness, Advocacy
Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers' Perspectives
Gardner, Anita; Wong, Michelle; Ratcliffe, Belinda – Australasian Journal of Special and Inclusive Education, 2021
Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional…
Descriptors: Social Emotional Learning, Adolescents, Autism, Pervasive Developmental Disorders
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
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
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
Yeo, Wendy; Goh, Ailsa; Tan, Carol – Australasian Journal of Special and Inclusive Education, 2018
Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore.…
Descriptors: Attention Deficit Hyperactivity Disorder, Student Behavior, Behavior Problems, Time on Task