Inclusive Special Education

Hornby, Garry

doi:10.1007/978-1-4939-1483-8

Cited by 76 publications

(8 citation statements)

References 96 publications

(137 reference statements)

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“…Although inclusive education may seem quite homogeneous, many models of implementation exist [ 9 , 29 ]. These solutions are sometimes specific to each country, but they also vary within countries [ 25 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

2022

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The main aim of the study, conducted in Poland, was to compare the academic achievement of 1552 (at Time 1) students without disabilities in three educational settings: general, without students with disabilities, inclusive (with co-teaching), with three to five students with disabilities, and inclusive (without co-teaching), with one to two students with disabilities. The study was longitudinal, with three waves eight months apart. The latent growth curve model was used for data analysis. The results have shown that changes in academic achievement (for language and for mathematics) over time were similar in all three groups; therefore, there were no differences between inclusive education (of the two types) and general education classrooms. These results mean that students neither lose nor benefit while learning in inclusive education classrooms. The findings are in line with the results of previous meta-analyses and are important for the future development of inclusive education.

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Section: Introductionmentioning

confidence: 99%

Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

2022

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“…Flexibility was also acknowledged quantitatively, with most teachers disagreeing that the program 'was not very flexible'. Although the UDL framework is not intended only for children with disabilities, specialist school teachers may be particularly familiar with applying UDL principles and therefore utilising flexibility to adapt programs, given highly individualised planning is characteristic of special education [40]. Nevertheless, the results of this study extend current knowledge to more clearly recommend that flexibility should cover all aspects of a classroom-based active break program (e.g., dose, teacher implementation and all resources).…”

Section: Recommendationsmentioning

confidence: 78%

“…However, literature identifies differences between mainstream and specialist schools that indicate why classroom-based PA breaks implemented in mainstream schools may not necessarily transfer to specialist schools. For example, specialist schools utilise specialised, intensive instruction [40] and have significant heterogeneity between students [41]. Differences in environments and developmental age of students may also influence the implementation of classroom-based PA breaks.…”

Section: Introductionmentioning

confidence: 99%

The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study

et al. 2022

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Background Children with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program. Methods Forty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers’ (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics. Results Classroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers’ perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class. Conclusions This study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children. Trial registration This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12619000193178) on 11 February 2019.

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“…This type of support may be considered for students with ASD who display visual expertise, have a visual learning preference, and have been found to benefit from visual supports and scaffolding of social situations (Alvino, 2008). The relevance of shared interests and collaboration among students for developing friendships is an important aspect of inclusive education (Hornby, 2014).…”

Section: Visual Potentials For Developing Friendshipsmentioning

confidence: 99%

Multiplayer Games: Multimodal Features That Support Friendships of Students With Autism Spectrum Disorder

Stone

Mills

Saggers

2019

Australas. j. spec. incl. educ.

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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 multiplayer gaming supported students’ use of speech to engage in conversations about their friendships, and to share gaming experiences with their offline and online friends. Online gaming enabled students to visually gather information about their friends’ online status and activities, and to engage in the creative and adventurous use of virtual images and material representations with friends. Despite the benefits for friendships, students with ASD experienced difficulties in friendships in multimodal ways. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of death and damage using written text, and tended to dominate shared creations of virtual images and their representation. The findings have implications to better support the friendships of students through inclusive literacy practices online.

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Inclusive Special Education

Cited by 76 publications

References 96 publications

Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study

Multiplayer Games: Multimodal Features That Support Friendships of Students With Autism Spectrum Disorder

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