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The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

OPITZ, Elisabeth Moser
SCHNEPEL, Susanne
KRÄHENMANN, Helena
JANDL, Sarah
FELDER, Franziska
DESSEMONTET, Rachel Sermier
2020

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Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and gender – and the average mathematical achievement at class level in the sample TYP – were included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact.

Learning From Experience: Guidelines for locally sourced and cost-effective strategies for hygiene at home for people with high support needs.

World Vision/CBM Australia
May 2018

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This learning resource is the result of a partnership between World Vision Australia and CBM Australia that aims to improve inclusion of people with disabilities in World Vision’s Water, Hygiene and Sanitation (WASH) initiatives, including in Sri Lanka. The guidelines are based on experiences and observations from World Vision’s implementation of the Rural Integrated WASH 3 (RIWASH 3) project in Jaffna District, Northern Province, funded by the Australian Government’s Civil Society WASH Fund 2. The four year project commenced in 2014. It aimed to improve the ability of WASH actors to sustain services, increase adoption of improved hygiene practices, and increase equitable use of water and sanitation facilities of target communities within 11 Grama Niladari Divisions (GNDs) in Jaffna District.

To support disability inclusion within the project, World Vision partnered with CBM Australia. CBM Australia has focused on building capacities of partners for disability
inclusion, fostering connections with local Disabled People’s Organisations, and providing technical guidance on disability inclusion within planned activities. World Vision also partnered with the Northern Province Consortium of the Organizations for the Differently Abled (NPCODA) for disability assessment, technical support and capacity building on inclusion of people with disabilities in the project.

HYGIENE AT HOME FOR PEOPLE WITH HIGH SUPPORT NEEDS
This document is one of two developed in the Jaffna District and describes strategies that used to assist households and individuals in hygiene tasks at home. The strategies were designed to be low cost and were developed using locally available materials and skills in the Jaffna District of Sri Lanka.

NOTE: The development of this learning resource was funded by the Australian Government's Civil Society WASH Fund 2.

School and classroom disabilities inclusion guide for low- and middle-income countries

BULAT, Jennae
HAYES, Anne
et al
January 2017

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This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.

 

 

Inclusion in education : towards equality for students with disability

COLOGON, Kathy
2013

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All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.

This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia

Intellectual disability and aboriginal Australians : training needs for psychiatrists

ROY, Meera
BALARATNASINGAM, Sivasankaran
May 2011

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This article highlights that Aboriginal Australians have relatively high rates of intellectual disability, which might be due to poor health and social disadvantage. Given populations with high rates of intellectual disability are more at risk of developmental disorders and mental ill health, the authors explore the training needs for psychiatrists working with indigenous people and how they can be met
International Psychiatry, Vol 8, No 2

Inclusive citizenship : the Leonard Cheshire social exclusion report 2002

KNIGHT, John
HEAVEN, Christine
CHRISTIE, Ian
2002

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This report documents how disabled people have been excluded from society in the UK, and it explores possibilities for the inclusion of disabled people. It is useful for disabled people, disabled people's organisations, and non-governmental organisations aiming to include disabled people.

Autism resources

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This website gives guidance about autism and includes online publications. It has a section on frequently asked questions and a booklist that points to resources that are related to autism and learning disabilities

Inclusion International

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This website promotes inclusion concerning all disability groups. It is translated into English, Spanish, French and German. It provides links to the organisation's regional programmes, as well as a list of publications on advocacy and human rights, self-advocacy, education, employment, social environment, family issues and services

The International Dyslexia Association website

THE INTERNATIONAL DYSLEXIA ASSOCIATION (IDA)

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This website promotes inclusion concerning all disability groups. It is translated into English and Spanish. The website has sections on research, assistive technology and public policy. It also has a frequently asked questions section

ADAPT - Knowledge Management Centre

ADAPT (formally SPASTICS SOCIETY OF INDIA)

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The Knowledge Management Centre, an ADAPT Oracle Project, was conceptualized by Dr. Mithu Alur with Mr. K. Harish. Its purpose was to use the knowledge gleaned over forty years and the experiences gained through the up scaling of the first model she set up, to create digitalization of content which is easy to understand, accessible and interactive

Autism key

AUTISM KEY

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This website was created by and for parents of children with autism. It offers support, encouragement and access to new resources and information on autism and related issues

Downsed : discovering potential, transforming lives|Down syndrome online

THE DOWN SYNDROME EDUCATIONAL TRUST

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This website offers a broad range of information specific to down syndrome and assesses and evaluates programmes and processes that can facilitate the inclusive education of people with down syndrome. It features specific information on: employment, society and politics, motor skills, family, and numbers and mathematics

For sensitizing intermediaries on sexual rights of young people with learning disabilities

INTERNATIONAL PLANNED PARENTHOOD FEDERATION EUROPEAN NETWORK

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“This manual has been developed for organizations who wish to educate and sensitize staff, teachers and carers about the sexual and reproductive health and rights (SRHR) of young people with mild to moderate learning disabilities. Although it mainly focuses on intermediaries that are staff in an institution for young people with learning disabilities, it may well also be appropriate as a programme for the parents and family of young people with learning disabilities. The manual provides a menu of exercises that can be used to sensitize intermediaries on how to create a protective environment for young people with learning disabilities to prevent sexual abuse and violence”

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