49 results on '"Saggers, Beth"'
Search Results
2. Supporting a sense of belonging and peer relationships
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Saggers, Beth, primary, Campbell, Marilyn, additional, and Mann, Glenys, additional
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- 2023
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3. Diversity and differentiation
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Beamish, Wendi, primary and Saggers, Beth, additional
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- 2023
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4. An introduction to research in inclusive education
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Carrington, Suzanne, primary and Saggers, Beth, additional
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- 2021
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5. Meeting the needs of all
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Harper-Hill, Keely, primary, Whelan, Michael, additional, and Saggers, Beth, additional
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- 2021
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6. Supporting students on the autism spectrum in inclusive schools
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Saggers, Beth, primary and Carrington, Suzanne, additional
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- 2021
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7. Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools
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Carrington, Suzanne, primary, Saggers, Beth, additional, Harper-Hill, Keely, additional, and Whelan, Michael, additional
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- 2021
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8. Developing communities of practice for educator professional learning
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Edwards, Chris, primary and Saggers, Beth, additional
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- 2021
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9. Summary and propositions
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Harper-Hill, Keely, primary, Carrington, Suzanne, additional, Saggers, Beth, additional, and Whelan, Michael, additional
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- 2021
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10. Post-school transitions
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Aberdein, Rachel, primary and Saggers, Beth, additional
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- 2021
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11. School connectedness to support student mental health and wellbeing
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Shochet, Ian, primary, Wurfl, Astrid, additional, Orr, Jayne, additional, Kelly, Rachel, additional, Saggers, Beth, additional, and Carrington, Suzanne, additional
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- 2021
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12. Moving from a special education model to an inclusive education model
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Saggers, Beth, primary and Carrington, Suzanne, additional
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- 2021
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13. How to implement a whole-school approach to school connectedness
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Carrington, Suzanne, primary, Saggers, Beth, additional, Shochet, Ian, additional, Wurfl, Astrid, additional, and Orr, Jayne, additional
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- 2021
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14. Supporting Students on the Autism Spectrum in Inclusive Schools
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Carrington, Suzanne, primary, Saggers, Beth, additional, Harper-Hill, Keely, additional, and Whelan, Michael, additional
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- 2021
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15. Inclusive teaching for students on the autism spectrum
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Webster, Amanda, primary, Saggers, Beth, additional, and Carrington, Suzanne, additional
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- 2021
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16. Diversity and differentiation
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Beamish, Wendi, primary and Saggers, Beth, additional
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- 2020
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17. Students on the autism spectrum
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Saggers, Beth, primary and Beasley, Trevor, additional
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- 2020
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18. Positive Behaviour Support
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Beamish, Wendi, primary and Saggers, Beth, additional
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- 2020
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19. What matters in learning communities for inclusive education: a cross-case analysis
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Walton, Elizabeth, Carrington, Suzanne, Saggers, Beth, Edwards, Chris, Kimani, Wacango, Walton, Elizabeth, Carrington, Suzanne, Saggers, Beth, Edwards, Chris, and Kimani, Wacango
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Implementing inclusive education requires on-going commitment to teachers’ professional learning. One way of implementing professional learning is to develop learning communities based on Lave and Wenger’s ideas of situated learning and learning as social practice. Learning communities, drawing on models of Professional Learning Communities and communities of practice, were designed to build capacity for inclusive teaching in two rural schools in Australia and a peri-urban school in South Africa. This paper reports on a multi-case study that involves a cross-case analysis of these three learning communities. We demonstrate that across the three cases, responsiveness to contextual exigencies matters, expertise matters and supportive networks matter. These findings are further illuminated by complexity theory which draws attention to learning communities operating at the confluence of a number of interacting systems, as well as the possibility of change where teacher learning occurs through the recontextualisation of knowledge and learning across boundaries. Our findings support situated learning that values collaboration to develop social and inclusive cultures and practice in schools. The findings also have the potential to inform planning for professional learning for inclusive education.
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- 2022
20. The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities
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Lassig, Carly, Poed, Shiralee, Mann, Glenys, Saggers, Beth, Carrington, Suzanne, Mavropoulou, Sofia, Lassig, Carly, Poed, Shiralee, Mann, Glenys, Saggers, Beth, Carrington, Suzanne, and Mavropoulou, Sofia
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The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian students with disability? In this paper, we examine recent Government reviews/inquiries into the education of Australian students with disability to determine whether future planned actions align with Australia’s international obligations to move away from segregated schooling. We conclude by examining both the barriers and the potential for providing a high-quality education system that realises the UN’s commitment towards inclusive schools and societies.
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- 2022
21. Summary and propositions
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
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Despite a rapid expansion in autism research globally, effectively supporting students on the autism spectrum in school contexts continues to be challenging. The need for evidence-based practices that can be implemented and adjusted to meet the needs of a range of whole-school and classroom contexts is essential to meeting the needs of this group of students in inclusive contexts. There is a need to support teachers and specialists such as special education teachers, allied health professionals, and counsellors who work in schools as a contextual reference for the range of innovative evidence-based practices available for implementation in school settings. This chapter provides key information as a series of propositions and highlights implications for future professional learning and practice.
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- 2021
22. School connectedness to support student mental health and wellbeing
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Shochet, Ian, Wurfl, Astrid, Orr, Jayne, Kelly, Rachel, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Shochet, Ian, Wurfl, Astrid, Orr, Jayne, and Kelly, Rachel
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The risk of developing depression increases in early adolescence. A sense of belonging at school (in the form of school connectedness) is an important protective factor for adolescent mental wellbeing. School connectedness is the extent to which a student feels accepted, valued, and supported in the school environment. Research has found school connectedness to be among the most important predictors of current and future mental wellbeing of adolescents. Young adolescents on the autism spectrum tend to experience the developmental challenges associated with the transition to adolescence as more challenging than their peers, and the characteristics of autism (including difficulties with social skills, communication, emotion regulation, optimism, self-esteem, and transitions) can diminish their sense of school connectedness. Schools are well positioned for implementing a widespread approach to promoting school connectedness as an integral part of the curriculum. This approach has the potential to positively influence the academic, social-emotional, and behavioural development of young adolescents on the spectrum. This chapter will describe the core elements of an approach to promote school connectedness known as the WISE model. In this chapter, we detail how Warm relationships, Inclusiveness, Strength focus, and Equity and fairness can be infused in the whole-of-school environment.
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- 2021
23. Inclusive teaching for students on the autism spectrum
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Webster, Amanda, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, and Webster, Amanda
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School leaders and educators are accountable for creating learning environments that allow them to support students' achievement in all aspects of their development and must continually reflect on new ways of differentiating curriculum, teaching, and assessment. This poses many challenges as teachers are required to not only demonstrate knowledge and skills in a wide variety of teaching strategies, but they also must cater to a diverse range of individual learning. The increasing number of students on the autism spectrum in schools poses a particular challenge for teachers as these students often demonstrate a range of characteristics, skills, and needs in both academic and non-academic areas that require support. In order to cater to the diversity in their classrooms, teachers require the knowledge, skills, and confidence to effectively cater to this diversity; a belief that all students can demonstrate competence if supported to do so in their own ways; the skill to utilise pedagogies and practices that allow all students to utilise their strengths and build on their interests; and support from school leaders. This chapter provides an overview of the current research on the factors and practices that enable teachers to address both the unique needs of students on the autism spectrum and the needs of students with other diverse needs in today's inclusive classrooms and curriculum.
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- 2021
24. How to implement a whole-school approach to school connectedness
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Carrington, Suzanne, Saggers, Beth, Harper-HIll, Keely, Whelan, Michael, Shochet, Ian, Wurfl, Astrid, Orr, Jayne, Carrington, Suzanne, Saggers, Beth, Harper-HIll, Keely, Whelan, Michael, Shochet, Ian, Wurfl, Astrid, and Orr, Jayne
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Young people who feel accepted, respected, and included in their school community are more likely to experience a sense of belonging and connection to their school and school community. School connectedness has been found to be a major factor that protects against the development of mental health problems, especially depression. This chapter reports on a process used to provide opportunities to empower a school community (including parents, teachers, school leaders, and students) to improve school connectedness at a whole-school level. The researchers used the Index for Inclusion as a foundation to enable the school community to engage in review, development, and change. The findings indicate that a whole-school approach working across the five phases of the Index for Inclusion can highlight a shared understanding and commitment to the notion of school connectedness and support collaboration between students and school staff to engage in participatory action research to improve inclusive culture and practice in a school.
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- 2021
25. Moving from a special education model to an inclusive education model: Implications for supporting students on the autism spectrum in inclusive settings - An evidence-based approach
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
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In many countries, education systems are moving from a special education model to an inclusive model to support all students, as evidenced in government policy and international conventions. However, many people in education organisations do not understand the difference between these models and lack the knowledge and skills to support the development of inclusive culture, policy, and practice in schools. The underlying paradigm and understanding of disability commonly called the 'medical model' has informed special education for years and informs beliefs about how difference in schools is viewed. Disabilities such as autism are commonly viewed through the medical model and 'treatment' is about repair, cure, and correction rather than support and respect for difference. An inclusive approach draws on the social model of disability, with all school community members valued and respected. Teaching is learner-focused with a flexible curriculum and pedagogy to meet students' needs. Teachers receive support from specialist teachers and allied health professionals to provide successful learning opportunities and outcomes for all children. This chapter focuses on developing a deep understanding of the difference between special education and inclusive education and presents strategies to support education systems and schools to move to inclusive culture, policy, and practice.
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- 2021
26. An introduction to research in inclusive education: Empirical evidence for supporting an inclusive approach for students on the autism spectrum
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
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Inclusive education is an international priority featuring in a range of international declarations, laws, and policies. These significant advances, promoting the human rights of all children to attend their local school, together with international research, have shown the benefits of inclusive education for students with disabilities as well as for their peers. There is evidence to suggest that including students with disabilities also supports improvements in teaching practice that benefits all students. This research will influence how education systems, schools, and teachers commit to inclusive education in the future. This chapter provides an introduction to inclusive education research and presents consistent evidence to support short-term and long-term benefits of an inclusive approach. Further, the chapter specifically presents an overview of the evidence drawn from international research that focuses on inclusive education for students on the autism spectrum. Many students on the autism spectrum have difficulty accessing, participating in, and engaging in inclusive education programs and in achieving successful outcomes. This chapter provides evidence to support future policy and planning for improved inclusive education programs and builds a shared understanding that inclusive education is a global movement to support equitable and quality education.
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- 2021
27. Supporting students on the autism spectrum in inclusive schools: Research to inform implementation of support and evidence-based practices
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
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Students on the autism spectrum can present unique challenges to school systems. An inclusive approach requires teachers to identify and address the unique needs of this group of learners to maximise their success and ensure they are positively and appropriately supported in their learning, participation, and engagement in schools. This chapter reports on the methodology and findings from the Australian Autism Educational Needs Analysis (ASD–ENA) which produced the first Australia-wide needs analysis of students on the spectrum (aged 5–16 years). This landmark research collected information from four key participant groups nationwide: educators; specialist support staff; parents of students on the spectrum; and students on the spectrum (aged 11–18 years). Findings inform a needs-based approach to inclusive education that informs professional development and models of support for students on the spectrum. The findings ensure that school connectedness, retention, participation, and engagement of students on the spectrum occur by embedding strategies informed by a range of participants’ views including those of the students themselves. Findings highlight the importance of flexible and individually tailored educational approaches to programming and support that focus on social emotional support as a foundation for learning.
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- 2021
28. Autistic voices in autism education research
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Bartlett, Trudy, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, and Bartlett, Trudy
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Autistic children and young people have the right to have a say in the decisions that affect their lives, including in research. Participatory research, where autism researchers and members of the autistic and autism communities work together as partners in the research process, ensures that research is more tailored to people’s needs, relevant to their everyday lives, and consistent with their values. It should also promote empowerment, personal development, and self-esteem in community members. Despite these potential advantages, participatory research is rare in the field of autism – and even rarer still in the field of autism education. In this chapter, we provide an overview of the few existing studies that use participatory processes within autism education research, including the methods used that ensured that young autistic people were active participants in the research process and that their views and experiences were taken seriously. We end by discussing some of the challenges faced by researchers in conducting participatory research within autism education and make several recommendations for future research and practice.
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- 2021
29. Inclusive research practice: Engaging autistic individuals and their families in research
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Lawson, Wenn B., Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, and Lawson, Wenn B.
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In the past, much research about people with disabilities could be viewed as perpetuating marginalisation, stigma, and dependence. More recently, there has been a focus on listening to the voice of people with disabilities and co-production of research. This chapter presents an overview of how researchers can engage with autistic individuals, their families, and service providers as experts on their own experiences, not only identifying research questions and priorities but also being co-producers of the research. This chapter also provides an overview of the Participatory and Inclusive Autism Research Practice Guides (Version 3). These guides provide useful information for researchers who want to work in inclusive ways. Specifically, this chapter discusses how to engage individuals on the autism spectrum as participants, provides advice about how to facilitate research groups with individuals on the spectrum, and how to partner with individuals and families in research. Further, the chapter discusses how to report research results to individuals and families, and how to co-present research. Specific guidance includes how to recruit and retain research participants in longitudinal studies, evaluation of research outcomes and impact, and ideas about disseminating and utilising findings.
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- 2021
30. Boosting post-school outcomes: Supporting adolescents on the autism spectrum to feel ready for life after school
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Hatfield, Megan, Cicccarelli, Marina, Mangan, Cheryl, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Hatfield, Megan, Cicccarelli, Marina, and Mangan, Cheryl
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This chapter provides five evidence-based Employability Principles to guide transition planning for adolescents on the spectrum to enhance their success in finding employment after leaving school. Despite their numerous strengths, many adolescents on the autism spectrum have difficulty transitioning from high school to employment or further education and training. To remediate these barriers and enhance success post-school, adolescents should engage in formal transition planning, ideally beginning in Year 9. Formal transition planning should be guided by five Employability Principles: 1) encourage the adolescent to dream big; 2) start transition planning early; 3) promote adolescent-centred planning; 4) focus on the ‘big picture’; and 5) have a champion on the team. Additionally, the chapter will provide practical strategies and resources to put the principles into action in the classroom setting. These are based on the Better OutcOmes and Successful Transitions for Autism (BOOST-A), a web-based, autism-specific program that was developed to prepare adolescents on the autism spectrum for leaving school. The BOOST-A has been leveraged to develop the myWAY Employability platform, a holistic and inclusive online portal to guide planning for life after high school with a focus on further education, training, and employment.
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- 2021
31. Meeting the needs of all: The case to translate the evidence base beyond autism
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
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As demonstrated in the Autism CRC Australian Autism Educational Needs Analysis, students on the spectrum have a complex array of educational needs. It must be remembered, however, that many of these needs are not unique to autism, and educators are required to meet the needs of all of their students. The belief that the translation of the findings from research with students on the autism spectrum should support teachers to respond to the needs of all students was further strengthened during the Autism CRC inclusionED project. Over four years, this project undertook a comprehensive process of co-design and consultation with Australian teachers and education service providers, as well as a smaller cohort of students on the spectrum and parents. During the co-design stages of the project, teachers reported positively on the utility of resources, which could be used with a range of learners, as opposed to those which were seen to be cordoned off as useful for only a particular student with a specific diagnosis. However, translating research for teachers to use with a range of their students can be challenging to researchers who are wary of overstretching the claims that they make and who need the fidelity of the interventions and approaches that they have trialled to be upheld. By listening to teachers regarding what they need, the researchers began to investigate how to translate their research for a range of students, with integrity. In this chapter, the findings from the body of research developed across the Autism CRC School Years Program will be interrogated through the lens of challenges facing teachers to meet the needs of all students in mainstream classrooms. In support of our vision and values, this provides a strong case for translating our research findings to assist teachers to meet a range of student needs.
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- 2021
32. With teachers, for teachers: Knowledge translation and professional learning
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Kelly, Whelan, Michael, Kerr, Jeremy, Harper-Hill, Keely, Zelenko, Oksana, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Kelly, Whelan, Michael, Kerr, Jeremy, Harper-Hill, Keely, and Zelenko, Oksana
- Abstract
The Australian Autism Educational Needs Analysis (ASD–ENA) highlighted the need for teachers to enhance their knowledge and understanding of autism. Researchers in the Autism CRC education program have developed a significant evidence base with the potential to inform and change teacher practice in order to improve student learning outcomes. However, knowledge translation is a complex business and changing the practice of teachers can be problematic. To meet this challenge, and ensure the direction and resources directly align with the needs of users, an online learning portal was co-designed and constructed to engage educators. This online learning portal would subsequently disseminate professional learning resources for educators, parents, and young people on the autism spectrum while supporting implementation of these in such a way that optimised school practices. This chapter reflects upon the identification of a set of national core themes in professional learning for teachers engaging with diverse learners and students on the autism spectrum. User experience and user research have been central throughout all stages of resource development and realised through wide consultation with all state-based and national stakeholders including teachers, clinical staff, principals, guidance officers, therapists, and policy makers. This process has been guided by core values of inclusion and authenticity, striving to authentically reflect the experiences and perspectives of young people on the autism spectrum. The portal intends to facilitate teacher understanding and adoption of evidence-based practices, the success of which will ultimately be realised through improved student outcomes.
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- 2021
33. A creative strengths-based post-school transition project for young adults on the autism spectrum: Super Conductor and the Big Game Orchestra
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Mavropoulou, Sofia, Browning, Yanto, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Mavropoulou, Sofia, and Browning, Yanto
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The empirical evidence on the evaluation of programs for the post-school transition to university for youth on the autism spectrum remains scarce. Super Conductor and the Big Game Orchestra was a strengths-based creative technologies pilot project designed to establish a new transition pathway model for young people on the autism spectrum from secondary school to university study. This chapter will report on findings that explain how the strengths-based project supported transition to university for young people on the spectrum. Youth on the spectrum perceived the overall creative project as an enjoyable experience stimulating their interest in university study. The findings inform practical supports for transition to university and give examples of how creative mentors can be involved in transition projects. The chapter also illustrates how the mentors developed an understanding of the deep insights into the learning preferences, social challenges, anxieties, and coping strategies of people on the spectrum. The discussion indicates the potential of digital creative arts programs to provide an innovative strengths-based model of post-school transition for young people on the autism spectrum.
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- 2021
34. Sound amplification in school contexts: Implications for inclusive practice
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Wilson, Wayne, Armstrong, Rebecca, Perrykkad, Kelsey, Downing, Cerys, Ashburner, Jill, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Wilson, Wayne, Armstrong, Rebecca, Perrykkad, Kelsey, Downing, Cerys, and Ashburner, Jill
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Communicating and learning in a classroom with poor acoustics is more difficult than in a classroom with good acoustics. Most Australian classrooms do not meet recommended acoustic standards, making it more difficult for students to attend and listen to the teacher's voice, and students experiencing difficulties processing auditory information can be further disadvantaged. This is an important consideration when teaching students on the autism spectrum who frequently have difficulties with the sensory processing of auditory information and may become overwhelmed. The Improving Classroom Acoustics project investigated the impact of sound field amplification (SFA) systems on the learning, communication, and participation of students on the spectrum. This chapter describes how SFA is consistent with the principles of Universal Design for Learning. A theoretical discussion on the importance of classroom acoustics to the auditory and speech processing abilities of students, their wellbeing, and classroom performance positions the reasoning behind the project. Student performance after periods of learning in classrooms with SFA and without SFA is reported, as well as ways in which teachers can readily evaluate the acoustic qualities of their classrooms and implement strategies to improve these qualities. Potential implications of poor classroom acoustics on teacher communication are also introduced.
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- 2021
35. Post-school transitions : Supportive strategies informed by real-life experiences
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Aberdein, Rachel, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, and Aberdein, Rachel
- Abstract
Until early adulthood, the first author of this chapter spent her life as an undiagnosed person on the autism spectrum. Throughout her school years, her autistic traits were far from invisible but were generally perceived as character flaws or emotional issues. This pattern of misinterpretation continued into her adult life, impacting on her ability to search for and obtain employment. This chapter discusses the author's experiences at school, and how these continued to impact on her adult life and search for employment. It also focuses on her transition from school to the workplace. This is often a challenging time for people on the spectrum due to the structure of school being removed and the presentation of new expectations in the workplace that they often feel inadequately prepared to meet. This chapter discusses how school experiences can influence post-school outcomes and, based on the first author's experiences, reflects on what additional supports and adjustments may have helped to prepare her for adult life. This chapter provides an insider account of practical supports and adjustments educators may like to consider to improve school and learning experiences for students on the autism spectrum and to help prepare them for the transition to post-school adult life.
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- 2021
36. Using structured teaching strategies in mainstream classrooms: Research to practice
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Macdonald, Libby, Ashburner, Jill, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Macdonald, Libby, and Ashburner, Jill
- Abstract
Students on the autism spectrum can find the self-management and organisation required when participating in mainstream educational settings challenging. They may experience difficulty transitioning between tasks in the classroom, as well as staying on-task and working independently during activities with multiple steps. Structured teaching strategies, such as visual schedules and work systems, have previously been used in special education settings to support students on the spectrum. Recent research has shown how visual schedules and work systems can be adapted for use by teachers in mainstream classrooms and confirmed their effectiveness in helping students on the spectrum to stay on-task. Visual schedules inform students about a sequence of events and help make transitions more predictable, while work systems inform students on organising a task and state what to do, the steps to complete, how to tell they are finished, and what to do next. This chapter will describe the theoretical foundations for these structured teaching strategies and outline the research supporting their use. Additionally, this chapter will provide practical examples and suggestions for their use by teachers in mainstream education settings.
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- 2021
37. Models of practice for teachers of students on the autism spectrum
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Beamish, Wendi, Clark, Trevor, Bruck, Susan, Taylor, Annalise, Robinson, Ainslie, Gallagher, Emma, Gibbs, Vicki, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Beamish, Wendi, Clark, Trevor, Bruck, Susan, Taylor, Annalise, Robinson, Ainslie, Gallagher, Emma, and Gibbs, Vicki
- Abstract
In Australia, students on the autism spectrum are increasingly being educated in inclusive settings. However, many teachers in mainstream educational settings do not feel they have the specialised knowledge or skills required for inclusive teaching of students on the autism spectrum. Teacher knowledge and confidence can influence the educational success of students on the autism spectrum, inclusive school practices, and teacher competency. Accessible and relevant evidence-based professional development can be an effective way of improving teachersâ™ competency for developing student social emotional, behavioural, communication, sensory, and learning skills. This chapter discusses a large school-based research project that used a Design-Based Research approach to design, validate, and trial two Models of Practice (MoP) for mainstream early and middle educators in Queensland, New South Wales, and Victoria. An MoP is a universally designed, evidence-based set of whole-class strategies for teachers which supports teachers to choose the most appropriate practices for fostering the inclusion of students on the spectrum. It also guides teacher decision-making and practice for curriculum content such as individualised lessons, and managing learning environments so as to provide an autism-friendly classroom infrastructure, social emotional adjustments, and behavioural supports. This chapter provides discussion and examples on how these practices can be supported in the classroom. Comments from participating teachers are included in this chapter to provide insightful suggestions for using the MoP briefs.
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- 2021
38. Developing communities of practice for educator professional learning : Developing connections in rural and remote regions
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Edwards, Chris, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, and Edwards, Chris
- Abstract
This chapter reports on school-based research conducted in a rural and remote region of Australia. Educators within these areas often feel not only geographically isolated but also isolated from opportunities for professional learning to support their teaching practice. Evidence suggests ‘Communities of Practice’ (CoP) as a useful strategy to support educators’ professional learning, facilitating sustainable growth within community members to better support each other and the needs of the learners they teach. Teleconsultation has grown as an alternate mode for delivering professional learning to geographically isolated areas. Teleconsultation uses electronic communications and technology to provide support when distance separates the participants. This study explores how professional learning employing a teleconsultation approach could support a CoP for educators in rural and remote regions teaching young learners on the autism spectrum. Findings demonstrate educators in rural and remote schools, particularly those with young learners on the spectrum, benefit from the support a teleconsultation approach provides for a CoP. The research provides insight into how supporting a CoP can overcome many difficulties experienced by educators in rural and remote regions with young learners on the spectrum.
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- 2021
39. Researching a whole school approach to school connectedness
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Carrington, Suzanne B., Saggers, Beth R., Shochet, Ian M., Orr, Jayne A., Wurfl, Astrid M., Vanelli, Jane, Nickerson, Julie, Carrington, Suzanne B., Saggers, Beth R., Shochet, Ian M., Orr, Jayne A., Wurfl, Astrid M., Vanelli, Jane, and Nickerson, Julie
- Abstract
This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five phases of the participatory action research. Data are organised under the theme of ‘building community’ with the sub-themes of ‘positive relationships with staff’ and ‘student leadership’. The findings from this case study indicate that the implementation of the five phases of the Index for Inclusion can support a whole school approach to build a sense of community that supports young people to be more connected to their school.
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- 2021
40. Supporting Students on the Autism Spectrum in Inclusive Schools: A Practical Guide to Implementing Evidence-Based Approaches
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
- Abstract
Inclusive education has grown as an international movement to not only support students with disabilities but also promote equitable access, participation, and success for all students. This book will transform the capacity of teachers and specialists working with students and families to effectively support an inclusive approach to education for students on the autism spectrum. This book addresses the urgent need to identify inclusive educational environments and strategies for students on the autism spectrum so that they have the best chance of social, behavioural, and academic success at school. Teachers who include students on the autism spectrum in primary and secondary classrooms require greater knowledge of how they can best support the learning, social, and behavioural needs of their students. Without such knowledge, the consequences can include unsatisfactory learning experiences for all students, and interrupted schooling for the student on the autism spectrum through reduced attendance and retention, lower academic performance, exclusion, disengagement, and pressure on parents to make alternative arrangements for their child's education. Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book presents innovative, evidence-based practices that will build the capacity of teachers and specialists implementing an inclusive and contextually relevant approach to education that will support students on the autism spectrum and meet the diverse needs of all students in their classrooms.
- Published
- 2021
41. Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools: Outcomes, Challenges and Impact
- Author
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Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, Whelan, Michael, Carrington, Suzanne, Saggers, Beth, Harper-Hill, Keely, and Whelan, Michael
- Abstract
This book will support researchers in the field of education disability by outlining inclusive research approaches and their challenges, outcomes, and impact. Each chapter reports on school/university-based research supporting inclusion for young people on the autism spectrum. This research has been developed in Australian schools with students, families, teachers, and specialists. The intent of this approach is to mobilise new knowledge to the benefit of all students, including students on the autism spectrum, their families, teachers, and school communities. This book showcases how research can be more inclusive with a move to collaborative, participatory, and co-produced research that will impact on young people, families, and educators. The authors highlight the complex challenges and the positive outcomes of conducting research in inclusive ways and provide detailed practical strategies for researchers. Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book provides a groundbreaking approach to research that by design is inclusive and therefore provides an invaluable opportunity for building the foundations of an inclusive society for all. This book will be invaluable to researchers, educators, and professional learning in schools.
- Published
- 2021
42. Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways
- Author
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Saggers, Beth, Tones, Megan, Dunne, Jacqueline, Aberdein, Rachel, Saggers, Beth, Tones, Megan, Dunne, Jacqueline, and Aberdein, Rachel
- Abstract
Many students on the autism spectrumattend mainstreamschools and face challenges coping with the demands of this complex environment. Education in rural and remote locations poses additional challenges due to limited access to additional resourcing, specialised support, and services. This case study describes a problem-solving, collaborative approach providing rural and remote educators with additional direct support and services tailored to meet the individualised and complex learning needs of students on the autism spectrum in the classroom. The Tele-Classroom Consultative (TCC) approach involved a multidisciplinary team working face-to-face and remotely with the school community to deliver a cost-efficient professional support service. Data from semi-structured interviews with the teacher, parent, and school principal were analysed using the Index for Inclusion as a framework to show how the TCC approach enabled educators to implement inclusive approaches in rural and remote settings. Findings indicate that this method has potential for schools in rural and remote locations to meet the needs of all students, including those on the autism spectrum.
- Published
- 2021
43. ‘He is my job’ : autism, school connectedness, and mothers’ roles
- Author
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O’Hare, Adele, Saggers, Beth, Mazzucchelli, Trevor, Gill, Christopher, Hass, Kaaren, Shochet, Ian, Orr, Jayne, Wurfl, Astrid, Carrington, Suzanne, O’Hare, Adele, Saggers, Beth, Mazzucchelli, Trevor, Gill, Christopher, Hass, Kaaren, Shochet, Ian, Orr, Jayne, Wurfl, Astrid, and Carrington, Suzanne
- Abstract
School connectedness is an important protective factor for adolescent mental health. The researchers interviewed 21 mothers of students aged 11–16 years on the autism spectrum in urban and regional Australia to explore factors that influenced school connectedness and how these mothers constructed roles in supporting their children’s school connectedness. Mothers positioned themselves as indispensable, with no choice but to be highly involved. They took on roles of case manager, instigator pushing the school, warrior going into battle for their child, and supporter whose essential role no-one else would fulfil. This study elucidates the perceived stigma of being ‘painful parents’ and overwhelming responsibility experienced by mothers of adolescents on the spectrum. Mothers saw advocacy as their job, relentless and exhausting, and vital for their children’s connection to school. Their narrative insights foster greater understanding and empathy, assist in providing psychological support to families, and foster greater collaboration and school connectedness. - Points of interest - This article explores clear patterns in how mothers of adolescents on the autism spectrum constructed roles in supporting their children’s school connectedness. - Mothers also described experiences of connection or lack of connection to their children’s schools, and their views on what factors helped and hindered that connection. - The mothers’ perceived ‘job’ in advocating on behalf of their child came with the risk of feeling stressed, exhausted, and affected by stigma. - Findings indicate that school staff need to listen to and value parents if students on the autism spectrum are going to feel connected and supported in the school community. - Findings have potential to foster greater understanding and empathy, and more collaboration and connectedness between families and schools.
- Published
- 2021
44. Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education
- Author
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Stone, Bessie, Mills, Kathy, Saggers, Beth, Stone, Bessie, Mills, Kathy, and Saggers, Beth
- Abstract
This article describes the support for social interactions received by three students with autism spectrum disorders (ASD) through their multimodal engagements with Minecraft®. The data were collected through at-screen observations and semi-structured interviews. Multimodal analysis of the data demonstrated that online multiplayer games supported social interactions through modes, such as speech, writing and gesture, and within physical and virtual spaces. The analysis revealed that online multiplayer games provided platforms for the students to use speech to engage in reciprocal conversations, to share information, to make requests, to give commands and to direct others. Additionally, screen-based written texts were used to attract the attention of others, send messages, communicate rules and maintain engagements with others within the students’ physical and virtual worlds. Furthermore, the findings showed that online multiplayer games supported the students’ uses, interpretations and mirroring of gestures for social interactions. The findings have implications for providing opportunities to support social interactions in multimodal ways that social spaces in face-to-face and offline contexts do not allow. The findings offer implications for targeting the students’ interests in online multiplayer games to support their capacity to initiate and sustain social interactions in inclusive educational settings.
- Published
- 2019
45. How students with autism spectrum conditions understand traditional bullying and cyberbullying
- Author
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Hwang, Yoon-Suk, Dillon-Wallace, Julie, Campbell, Marilyn, Ashburner, Jill, Saggers, Beth, Carrington, Suzanne, Hand, Kirstine, Hwang, Yoon-Suk, Dillon-Wallace, Julie, Campbell, Marilyn, Ashburner, Jill, Saggers, Beth, Carrington, Suzanne, and Hand, Kirstine
- Abstract
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC attending inclusive schools and 490 students without ASC. Twenty vignettes were used from (Campbell et al. 2017a), based on the Olweus (1999) definition of bullying and verified by a Delphi technique. In the majority of traditional bullying and cyberbullying vignettes, students with ASC made more accurate responses than inaccurate ones and demonstrated higher accuracy rates than students without ASC. Findings of linear multiple regression analyses pointed out ASC status as a predictive variable for understanding both types of bullying, along with students' age for understanding cyberbullying. The findings highlight the ability rather than inability to understand bullying in students with ASC. It is therefore critical to include the voices and experiences of students with ASC in our research endeavour.
- Published
- 2018
46. Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
- Author
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Carrington, Suzanne, Campbell, Marilyn, Saggers, Beth, Ashburner, Jill, Vicig, Fiona, Dillon-Wallace, Julie, Hwang, Yoon-Suk, Carrington, Suzanne, Campbell, Marilyn, Saggers, Beth, Ashburner, Jill, Vicig, Fiona, Dillon-Wallace, Julie, and Hwang, Yoon-Suk
- Abstract
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies and the legal climate in regard to bullying in Australia. It then reports on interviews with 10 students with ASD and their parents, and discusses recommendations based on their perceptions for dealing with bullying in schools. Data analysis indicated that both students and parents made a range of recommendations to increase awareness of bullying; improve policies and procedures that can be more clearly communicated to students, teachers and parents; and support programs that develop communication and relationship building within families and in schools to both prevent bullying and provide coping strategies to deal with bullying if it occurs. Parents also called for schools to give harsher penalties for offenders, particularly repeat offenders. These student and parent recommendations may contribute to the development of school and government policy and practice to help reduce the incidence of all forms of bullying in schools.
- Published
- 2017
47. Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure
- Author
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Saggers, Beth, Strachan, Jill, Saggers, Beth, and Strachan, Jill
- Abstract
The social-emotional issues some students experience can place them at risk of school failure. Traditional methods of support can be ineffective or not sustainable and new alternative approaches need to be attempted to support social-emotional competency, school engagement and success for students at risk. This paper discusses preliminary outcomes of an equine facilitated learning (EFL) programme specifically designed to focus on using horses to improve the resilience and social-emotional competency in students perceived as ‘at risk’ of school failure. This qualitative exploratory study used interviews and observations over a six month period to listen to the voices of the students themselves about their experiences of EFL. Initial findings from the pilot study suggest that EFL programmes can be a novel and motivating way to promote resilience training and social-emotional development of students at risk of failure and, in turn, improve their level of engagement and connection with school environments.
- Published
- 2016
48. International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia?
- Author
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Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng, Mu, Michael, Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng, and Mu, Michael
- Abstract
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.
- Published
- 2015
49. Outcomes of a service-learning program for pre-service teachers: links to butin's conceptual model
- Author
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Saggers, Beth, Carrington, Suzanne, Saggers, Beth, and Carrington, Suzanne
- Abstract
The outcomes of a pilot Service-learning Program designed for pre-service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service-learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre-service teachers completed 10 hours working in the community along with completing a service-learning reflection log. Evaluation of the service-learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service-learning Program described in this study and be used to construct an improved service-learning reflection log for future students.
- Published
- 2008
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