Actual and ideal roles of school staff to support students with special needs: current needs and strategies for improvement

To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety-five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14-question survey. Open-ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in-context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered-model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students.     

Exploring the retention and success of students with disability in Australian higher education

The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.     

Supporting students with disability in schools in Bhutan: perspectives from school principals

ABSTRACT

Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.     

Instructions for students with special educational needs in Chinese mainstream classrooms: modifications and barriers

“Learning in Regular Classrooms” (LRC) has been the main strategy to universalize compulsory education for children with special educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated teaching, and cooperative learning have been widely practiced in general classrooms for students with special educational needs. However, high instructional quality for students with special educational needs in mainstream classrooms is far from being realized, and this is due to the lack of expertise, support and resources, and effective assessment measures. The authors conclude that efforts are needed to change the education system from the current rigidity toward a more flexible system to better accommodate diverse needs in general classrooms.     

Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents

As a step towards inclusion, co-teaching has received attention in the last two decades. This paper discusses the roles and responsibilities of co-teachers in Greek mainstream classrooms and the input of parents. Using a multiple case study research design, we sought to explore and evaluate co-teaching practices with regard to role understanding, responsibilities in classroom management and the relationship of co-teachers and parents. Our findings provide evidence for separate rather than complementary roles with little actual co-teaching practice. We argue for both political and practical changes regarding co-teachers' and parents' roles, as necessary for the enhancement of co-teaching.     

Teaching English language learner students in US mainstream schools: intersections of language,pedagogy, and power

This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner‐specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed‐method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open‐ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner‐specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations.     

Ensuring inclusive environments for students with disabilities: school leaders play a linchpin role

ABSTRACT

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers.     

A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism.     

The impact of COVID-19 on teachers' transition practices for students with disabilities in Illinois,USA

Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID-19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID-19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID-19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID-19 changed teachers' transition practices for students with disabilities and the long-term impact that these changes will have on students' post-secondary outcomes are needed.     

The social position and development of pupils with SEN in mainstream Dutch primary schools

Since August 2003, pupils with auditory, communicative, motor, mental or multiple disabilities, as well as severe behavioural/emotional problems, in The Netherlands have been entitled to receive a pupil‐bound budget when attending a mainstream school. The first experiences with this budget in regular Dutch primary schools are described in this paper. The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN pupils. In addition, the class teacher, parent(s), peripatetic teacher and classmates assessed the social position of the SEN pupil via interviews and a sociometric questionnaire. The results showed that teachers and parents and, to a lesser extent, peripatetic teachers, had a more positive view of the social position of the SEN pupils than did classmates. The results of the sociometric questionnaire indicated that the social position of the SEN pupils and that of their non‐SEN classmates did not differ significantly, however. In addition, a panel of five independent assessors assessed the cognitive, social and social‐emotional development of the 20 SEN pupils by examining anonymous pupil dossiers, which comprised information derived from interviews with class teachers, parents and peripatetic teachers, together with results of the sociometric questionnaire and a copy of the individual education programme (IEP) of the SEN pupils. The assessments showed that the panel had concerns about the development of 35% of these pupils; it was (very) positive about a further 35% of the SEN pupils. An expected relation between the social position of the SEN pupils and satisfaction of the panel concerning the development of the SEN pupils, however, was not found.     

Assessing perceptions of resources and inclusive teaching practices: A cross-country study between German and Saudi students in inclusive schools

The present paper examines the measurement invariance of the adjusted version of the Perception of Resources Questionnaire (PRQ) by Goldan & Schwab (2018; 2019). A cross-country comparison between students from Germany (N = 885) and Saudi Arabia (N = 888) is conducted that examines invariance not only across countries but also across gender. Results confirm the two-factorial structure of the scale (“personnel resources” and “material and spatial resources”). Configural and partial metric invariance was also established across both groups. Furthermore, an ANCOVA was used to show that perceptions of resources and perceptions of inclusive teaching practices are positively interrelated. This finding can be interpreted as an indicator for criterion validity of the PRQ. As expected, German students perceive a significantly higher level of resources than their peers in Saudi Arabia. Finally, the importance of adequate provision for the successful implementation of inclusive education and its assessment is discussed.     

Inclusion of students with disability in physical education: a qualitative meta-analysis

Inclusive physical education (PE) for students with disability (SWD) evolved in line with ethical requirements and stakeholder morality. While inclusive PE is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. Qualitative studies on inclusive PE are generally small-scale, context-specific and limited in applicability to other settings, while current narrative reviews may indiscriminately select qualitative findings. To overcome existing limitations and extend understanding of world-wide teaching and learning experiences within inclusive PE, we conducted qualitative meta-analysis to systematically synthesise primary qualitative findings into secondary interpretations. First, 7 electronic databases were systematically searched to identify peer-reviewed articles published between 2000 and 2016. Of 672 identified records, 12 met pre-set inclusion criteria. Second, an inductive-deductive hybrid analysis approach revealed two major and eight minor themes. Overall, themes indicated physical educators conceptually embraced inclusive PE with a creative outlook for collaboration, knowledge and support. Cooperative and supportive efforts between physical educators, SWD, parents and teacher aides are valued in creating PE environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.     

Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland

This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment.     

Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools

The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children.     

Examining some aspects of the worldview of students in Australian Catholic schools: some implications for religious education

Abstract

Religious education always takes place within a cultural context. In recent decades, this context has changed significantly and Catholic schools now engage with a world that is very different from the immediate post-Vatican 2 era. This changed cultural context shapes the views, beliefs and practices of students in Catholic schools. One way of exploring this contextualisation is to describe the worldviews of young people and to discuss some of the major features of these. This paper reports on an ongoing study of students in Catholic schools. It records how they see themselves, their involvement in Church and their religious expression. Results indicate nuanced responses that invite sophisticated analysis of young people and worldview. One clear trend to emerge is the changing perception of students as they progress through the school system. This finding is in accord with a view that describes religious engagement of young people reaching a plateau at a relatively early age. Some of the implications of this study for religious educators in Catholic schools will be drawn out and discussed with a number of recommendation made for practitioners.     

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in‐depth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e‐print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences.     

Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions

Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systematic review of 35 studies was conducted to investigate which interventions are effective in inclusive mainstream preschool and elementary classrooms. Teaching interaction strategies to typically developing pupils, group activities in the academic context (cooperative learning and peer-tutoring), support groups for pupils with SEN, and training paraprofessionals to facilitate social interactions, were found to improve the social participation of pupils with SEN in general education classrooms. Nevertheless, there is need for more intervention studies implementing a variety of strategies and including different groups of pupils with SEN.     

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.     

Parents with intellectual disabilities seeking professional parenting support: The role of working alliance,stress and informal support

Delaying or refraining from seeking advice and support in difficult parenting situations is identified as an important risk factor for child abuse and neglect. This study tested whether the extent of delays in support seeking is associated with working alliance for parents with mild intellectual disabilities (MID) and whether the importance of working alliance may depend on parenting stress and availability of informal support. Delays in support seeking were measured as parental latency (time waited) to approach the support worker. This latency was assessed in the intended response to hypothetical situations (vignettes) and in the reported behavioral response to real life difficult parenting situations from the preceding weeks. Multiple regression analyses were conducted for testing main and interaction effects of predictors on latency for support seeking. Better quality of the working alliance was associated with shorter intended latency to seek support for parents with MID, if parents had little access to informal support. Higher parenting stress predicted a shorter latency for intended support seeking. Parental support seeking intentions were positively associated with support seeking behavior. A good quality of the working alliance might be important to connect needs of parents with MID to resources that professional support can offer, in particular for the most vulnerable parents. Parental reluctance to seek professional support may be the result of a combination of risk and protective factors and is not always a sign of poor working alliance. Implications for risk assessment and support practice are discussed.     

School counsellor training,attitudes, and perceptions of preparedness to provide services to students with disabilities in inclusive schools in Turkey

The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.