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Students with mild disabilities in regular classrooms: the development and utility of the Student Perceptions of Classroom Support scale
- Authors:
- O'ROURKE John, HOUGHTON Stephen
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(4), December 2006, pp.232-242.
- Publisher:
- Taylor and Francis
There is a dearth of empirical research pertaining to the perceptions of students with mild disabilities of the academic and social outcomes of classroom support mechanisms. The absence of suitable measures is a primary issue contributing to this situation. The present study reports the development and utility of the Student Perceptions of Classroom Support (SPCS) scale, which was specifically designed to assess students' perceptions of curricular, instructional, physical, and peer support received in regular classrooms from both an academic and social perspective. The SPCS was administered to 60 secondary school-aged students with mild disabilities who experienced both regular classroom and traditional special education. Person and item discrimination analyses, and calculation of internal consistencies (Cronbach's alpha) revealed the SPCS to have excellent psychometric properties ( = 0.92 for academic outcomes and = 0.87 for overall social outcomes). Internal consistencies for each of the subscales are also reported. The SPCS provides educators with a valid method of assessing students' preferred support strategies, which can then be articulated within Individual Education Plans (IEPs).
Social competence and peer interactions of students with intellectual disability in an inclusive high school
- Authors:
- CUTTS Sue, SIGAFOOS Jeff
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(2), June 2001, pp.127-141.
- Publisher:
- Taylor and Francis
Reports descriptive information on the relationship between social competence and the amount and type of peer interaction for nine adolescents with intellectual disability attending a regular high school in Australia. Each adolescent's social competence was assessed using the AAMR Adaptive Behaviour Scale School (2nd edn) (ABS-S:2). Naturalistic observations were conducted to obtain information on the amount and type of peer interaction. Data were analysed to determine the relationship between social competence and peer interactions. Found that social competence was not consistently correlated with the amount of peer interaction. Results from the naturalistic observations showed individual differences in patterns of peer who also had intellectual disabilities. These data suggest that social competence did not significantly influence the amount and type of peer interaction. Implications for facilitating peer interactions between adolescents with and without intellectual disability are discussed.
Preparing students with learning difficulties for success in postsecondary education: needs and services
- Authors:
- HICKS-COOLICK Anne, KURTZ P. David
- Journal article citation:
- Social Work in Education, 19(1), January 1997, pp.31-42.
- Publisher:
- National Association of Social Workers
This article presents the findings of a USA qualitative exploratory study that examined the question, "What personal characteristics contribute to the postsecondary academic success of students with LD?". Describes the implications of the findings for school social work practice with high school students with LD.
Communicating with students who have learning and behaviour difficulties: a continuing professional development programme
- Author:
- SAGE Rosemary
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(4), December 2005, pp.281-297.
- Publisher:
- Taylor and Francis
An audit of 200 students entering an inner city secondary school in the United Kingdom indicated that 75% had communication difficulties which hampered relationships, behaviour and learning. A course was designed for 35 teachers and support staff. The premise was that improving dialogue with students, and facilitating their narrative speaking and writing structures, ameliorate most learning and behaviour difficulties. Half of teachers and most support staff felt they lacked knowledge and skills in group communication and had limited understanding of specific difficulties in discourse. Analysis reveals a significant difference between knowledge and skill levels before and after the course for both teachers and support staff. Course satisfaction was high and maintained on retesting 2 months later. Observation of class practice suggested that new knowledge was being generalized in most cases. The project highlights the need for more emphasis on teacher and learner communication, especially for students who have learning and behaviour difficulties.
Access and inclusion for children with autistic spectrum disorders: let me in
- Authors:
- HESMONDHALGH Matthew, BREAKEY Christine
- Publisher:
- Jessica Kingsley
- Publication year:
- 2001
- Pagination:
- 239p.,bibliog.
- Place of publication:
- London
Based on pioneering work at their school in Sheffield, the authors of this book explore issues of access and inclusion in employment and education for children and young people with Autistic Spectrum Disorders (ASD). They describe the challenges faced in establishing and running an integrated class (The Resource) for children with ASD within a mainstream secondary school. The twenty four pupils involved participate in the regular school curriculum, but also learn a wide range of additional life skills. These include road safety, work place skills and using public transport, as well as expressing feelings, making choices, and learning from experience. The Resource also runs a work placement scheme and has established a partnership with a further education college to enable pupils to gain further support after they leave school.
The role of play in helping children with emotional and behavioural difficulties access the curriculum in a mainstream secondary school
- Author:
- HUGHES Cathy
- Journal article citation:
- Emotional and Behavioural Difficulties, 1(2), Summer 1996, pp.15-21.
- Publisher:
- Taylor and Francis
Explores the use of 'play' with pupils with perceived emotional and behavioural difficulties in mainstream secondary schools and to provides practical examples of how this could be achieved. This will involves references to viewpoints regarding the value of play for its own sake, for therapeutic purposes, within child development, and within Primary education, and then the linking of these with discussions regarding the needs of children with perceived emotional and behavioural difficulties. The part on practice focuses on the use of play, in the sense of the provision of practical and concrete materials, as a means of accessing the curriculum in a mainstream secondary classroom, rather than on its use for emotional or social development, although the three can be shown to be interchangeable. The discussion is meant to present considerations, prompted by and deriving from personal perspectives and experiences.