Volume: 30.3
Year: 2015

Directions:

1. Select articles from one of the following issues:

Year 2016 Volume 31 No 2
Year 2015 Volume 30 No 3
Year 2015 Volume 30 No 2
Year 2015 Volume 30 No 1
Year 2014 Volume 29 No 3
Year 2014 Volume 29 No 2
Year 2014 Volume 29 No 1
Year 2013 Volume 28 No 3
Year 2013 Volume 28 No 2
Year 2013 Volume 28 No 1
Year 2012 Volume 27 No 3
Year 2012 Volume 27 No 2
Year 2012 Volume 27 No 1
Year 2011 Volume 26 No 3
Year 2011 Volume 26 No 2
Year 2011 Volume 26 No 1
Year 2010 Volume 25 No 3
Year 2010 Volume 25 No 2
Year 2010 Volume 25 No 1
Year 2009 Volume 24 No 3
Year 2009 Volume 24 No 2
Year 2009 Volume 24 No 1
Year 2008 Volume 23 No 4
Year 2008 Volume 23 No 3
Year 2008 Volume 23 No 2
Year 2008 Volume 23 No 1
Year 2007 Volume 22 No 3
Year 2007 Volume 22 No 2
Year 2007 Volume 22 No 1
Year 2006 Volume 21 No 3
Year 2006 Volume 21 No 2
Year 2006 Volume 21 No 1
Year 2005 Volume 20 No 2
Year 2005 Volume 20 No 1
Year 2004 Volume 19 No 2
Year 2004 Volume 19 No 1
Year 2003 Volume 18 No 2
Year 2003 Volume 18 No 1
Year 2002 Volume 17 No 2
Year 2002 Volume 17 No 1
Year 2001 Volume 16 No 2
Year 2001 Volume 16 No 1

2. Click on [more] at the end of the abstract of the article you wish to read

Title Year Vol. No. Size
EXPLORING COMMUNICATION TECHNOLOGY BEHAVIOUR OF ADOLESCENTS WITH CEREBRAL PALSY IN SINGAPORE 2015 30 3 99 KB
Nadia natasha binte mohamed rasid Nanyang Technological University Karen P. Nonis Curtin University

Communication among adolescents with cerebral palsy can be restricted with traditional Augmentative and Alternative Communication (AAC) device coupled with environmental and social barriers. The advance of communication technology offer solutions to reduce such barriers. Given that there is limited research in communication behaviours of adolescents with cerebral palsy using communication technology devices in Singapore, this study investigated the change in behaviour of adolescents with cerebral palsy as a result of using communication technology devices. A total of nine adolescents with cerebral palsy (N = 9, Males = 7 and Females = 2, Age = 14 — 18 years) were recruited from a special school in Singapore. A modified interview questionnaire (Lund & Light, 2007) was administered to determine if communication technology devices changed communication behaviours among adolescents with cerebral palsy. Using a qualitative approach, data were analysed by open and axial coding software, HyperRESEARCH (Hesse-Biber, Kinder & Dupuis, 1990). Four core categories emerged from this study which included (1) Desire and ability to communicate, (2) Navigation of devices (3) online self-disclosure and (4) Devices and applications. Overall, adolescents with cerebral palsy use social media and mobile chat to stay in touch with peers and family for school-related purposes and personal reasons. Based on the findings of this study, the authors suggest that the use of communication devices can expand the social network of adolescents with cerebral palsy.... [more]


CULTURALLY RESPONSIVE CONTEXTS: ESTABLISHING RELATIONSHIPS FOR INCLUSION 2015 30 3 152 KB
Nadia natasha binte mohamed rasid Nanyang Technological University Karen P. Nonis Curtin University

As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or learning disabilities, marginalization is further exacerbated and problematized. In this paper, the authors theorise within an alternative framework that we have termed relational and culturally responsive inclusion. Based on key understandings from our own research, much of it derived from Kaupapa Māori and Freirean philosophies, we encourage a framework where establishing respectful relationships of interdependence with people is central to both human dignity and praxis. A culturally responsive framework such as this challenges traditional notions of the professional expert working with objectivity; instead it opens up spaces that call for engagement through the establishment of relational and interdependent discourse.... [more]


WHAT INCLUSIVE DISPOSITIONS CONTRIBUTE TO CULTURALLY LINGUISTICALLY DIVERSE EXCEPTIONAL STUDENTS’ SUCCESS? 2015 30 3 89 KB
Megan Farnsworth Jacqueline Zaleski Mackenzie Southern Oregon University

Correlational research investigated relationships between PreService Teachers’ dispositions and success with Culturally Linguistically Diverse Exceptional (CLDE) students, addressing disproportionality and multicultural teacher preparation. Results show a significant correlation between Inclusive Dispositional Self-Assessment scores (e.g., emotional intelligence and cultural competence) and instructional choices for CLDE students. Implications include the need for teacher educators to provide opportunities for students to develop the dispositions of care, purpose, advocacy, empathy, inclusivity and reflection, which will greatly improve instructional outcomes for CLDE students.... [more]


NORMALIZATION VS SOCIAL ROLE VALORIZATION: SIMILAR OR DIFFERENT? 2015 30 3 77 KB
Akhilesh Kumar Rajani Ranjan Singh University Kota A.T. Thressiakutty University, Coimbatore

The radical changes towards services for persons with disabilities were brought by Principle of Normalization, originated in 1969. As a consequence of Normalization, disability as a whole, and intellectual disability in particular, received the attention of the mass and the intelligentsia begun advocating normalization ideologies which became very popular across the globe as ‘the right based ideology, which in turn, initiated integration, inclusion, community based rehabilitation and other non-segregating practices. But ‘Normalization’ came under criticism because of its simplicity resulted in an evolution in thinking which shifted the term ‘Normalization’ to ‘Social Role Valorization’ (SRV). Although, Normalization and SRV uplifted the lives of persons with disabilities, a disagreement appeared about their similarity. The present study critically examines the guidelines of these two human services for similarities and differences upon several criteria using cluster analysis and critical analysis. The Jaccard’s Similarity Index has been computed to see similarity between documents explaining the concepts. The result revealed poor similarity index between documents explaining the concepts. It was also observed that Normalization and SRV differ from each other in their totality, but are the ways to achieve Social Inclusion.... [more]


PSYCHOLOGICAL FACTORS ASSOCIATED WITH GENETIC TEST DECISION-MAKING AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN TAIWAN 2015 30 3 40 KB
Lei Xu Alice R. Richman East Carolina University

Making decisions to undergo Autism Spectrum Disorders (ASD) genetic testing can be challenging. It is important to understand how the perceptions of affected individuals might influence testing decision-making. Although evidence has shown that psychological factors are important in predicting testing decisions, affect-type variables have been largely ignored among well-established health theories. Using questionnaires, we examined genetic testing decision-making among 444 parents of children with ASD in Taiwan. The largest predictor of intention was anxiety (β=.46, p<.0001) followed by fear/guilt (β=-.041, p<.000). Attitudes did not predict intention. Affect-type variables should be considered in genetic testing decision making theory, research, and practice.... [more]


INCLUSIVE EDUCATION IN AN INTERNATIONAL SCHOOL: A CASE STUDY FROM HONG KONG 2015 30 3 164 KB
Twiggy Chan Mantak Yuen The University of Hong Kong

This case study provides an overview of current policy, practices and problems con-cerning inclusion in one international secondary school in Hong Kong. A total of 13 interviews were conducted with the school management team, teachers, students and parents, supplemented by 12 classroom observations and two ‘student-shadowing’ ex-ercises. Findings suggest that the school has been reasonably successful in raising teachers’ awareness of inclusive education principles, creating a whole-school culture of inclusiveness, and forming a partnership with parents. However, the commitment of individual teachers to implementation of inclusive practices in their own classrooms varies. Some teachers are not adaptive enough in their teaching approach, and have difficulties differentiating instruction and learning activities. Improvements are also needed in the way that teachers work with their education assistants (classroom aides). Implications for improvement are discussed.... [more]


SPECIAL EDUCATION IN SAUDI ARABIA: A SYNTHESIS OF LITERATURE WRITTEN IN ENGLISH 2015 30 3 128 KB
Ahmed A. Altamimi King Saud University Lay Wah Lee Universiti Sains Malaysia Al-sayed A. Sayed-Ahmed Mostafa M. Kassem King Saud University

Special education in Saudi Arabia was formally established in 1962. The earliest cited literature on special education written in English was a 1970 government report. This article presents results from the first synthesis of internationally published Saudi special education literature over a 44-year period. This synthesis yielded information about the types of publication, topics of interest, populations of interest, types of research, trends over time, and research gaps. One hundred and sixteen citations were uncovered, 45.7% of which were published in the last 5 years. The themes that emerged on models of disability, policy-research incubation period, and stages in research, indicated a developmental rather than a cultural growth perspective, implying the global nature of special education research. Insights to inform countries with a developing special education system include the need to balance research from both medical and social perspectives, and to increase intervention-based research to inform instructional practices.... [more]


A FACTOR ANALYTIC VALIDATION STUDY OF THE SCALE OF TEACHERS’ ATTITUDES TOWARDS INCLUSIVE CLASSROOMS (STATIC) 2015 30 3 47 KB
Trisha Sugita Nishimura Randy T. Busse Chapman University

General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed. ... [more]


SUPPORTING INCLUSIVE EDUCATION: NEGOTIATING HOME-SCHOOL PARTNERSHIP IN SINGAPORE 2015 30 3 55 KB
Meng Ee Wong Zi Jia Ng Kenneth Poon National Institute of Education

While there has been growing theoretical and policy interest in the areas of home-school partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its nascent stage in Singapore, this study examines the different roles emerging from home and school as well as factors underpinning this partnership. Data were drawn from interviews with 13 parents and 30 school staff. Our findings indicate that home-school partnership is a work in progress that is continually subject to home and school dynamics. The expectations and perceptions of parents and educators must be taken into consideration if the partnership is to succeed and sustain. Support from the wider community creates a synergy which reinforces home-school partnership and increases the visibility of children with disabilities by turning a private concern into a shared societal issue.... [more]


HOW TO SUPPORT STRUGGLING WRITERS: WHAT THE RESEARCH STIPULATES 2015 30 3 141 KB
Matthias Grünke University of Cologne Ann Marie Leonard-Zabel Curry College

The purpose of this paper is to give an overview of the current research involving composition writing with respect to students experiencing difficulties. It responds to the fact that composition writing is a largely neglected area in education and research. This paper will review the following: (a) the reasons why writing competence is so vitally important in many life situations, (b) outline the ordinary development of proficient writing skills, and (c) address the causes and characteristics of what constitutes severe writing problems. The main piece of this paper centers on describing best practice approaches by assisting students to become proficient writers. It concludes with an outlook on pressing research questions that need to be tackled in the near future to provide even better support for students who struggle with the concepts of written expression.... [more]


TEACHER VIEWS OF SUPPORT FOR INCLUSIVE EDUCATION IN BEIJING, CHINA 2015 30 3 49 KB
XU Xiaoli University of Jyväskylä MALINEN Olli-Pekka Niilo Mäki Institute

This study reports teachers’ views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing municipality. The teachers identified the lack of family support as a major challenge for their work. Several teachers reported collaboration with resource teachers bur the scope of that cooperation was quite limited. The teachers expressed satisfaction with the support from school leaders both directly and indirectly through opportunities for professional development. Despite receiving different forms of support the teachers expressed that it did not adequately address to the challenges they face when teaching inclusive class of learners.... [more]


“TRY TO DO THE BEST YOU CAN”: HOW PRE-SERVICE APE SPECIALISTS EXPERIENCE TEACHING STUDENTS WITH AUTISM SPECTRUM DISORDER 2015 30 3 139 KB
XU Xiaoli University of Jyväskylä MALINEN Olli-Pekka Niilo Mäki Institute

Children with autism spectrum disorders (ASD) present an exceptional need for varied instruction within the physical education environment. Adapted physical educators need to be prepared to make a significant amount of choices in regards to adaptations and modifications given the situations they may encounter with their students. However, many pre-service adapted physical education (APE) specialists may be unprepared to address the unique challenges faced with children with ASD’s ever increasing presence in the classroom. This study involved interviews and observations of four pre-service APE specialists who were working one-on-one with a child with ASD during a practicum. In this analysis four factors, 1) physical environment, 2) instructional strategies, 3) behavioral issues, and 4) personal discernment, surfaced as major influences in the decision making of the pre-service teacher. This analysis looks to build a foundational understanding of how this relationship exists in the APE setting with children with ASD. This study reveals that pre-service teacher have limited knowledge which leads to an inability to make important instructional decisions and overcome barriers that arise with children with ASD. Teacher-training programs should address these concerns in order to build confident and successful teachers.... [more]


EXPLORING COMMUNICATION TECHNOLOGY BEHAVIOUR OF ADOLESCENTS WITH CEREBRAL PALSY IN SINGAPORE 2015 30 3 99 KB
Nadia natasha binte mohamed rasid Nanyang Technological University Karen P. Nonis Curtin University

Communication among adolescents with cerebral palsy can be restricted with traditional Augmentative and Alternative Communication (AAC) device coupled with environmental and social barriers. The advance of communication technology offer solutions to reduce such barriers. Given that there is limited research in communication behaviours of adolescents with cerebral palsy using communication technology devices in Singapore, this study investigated the change in behaviour of adolescents with cerebral palsy as a result of using communication technology devices. A total of nine adolescents with cerebral palsy (N = 9, Males = 7 and Females = 2, Age = 14 — 18 years) were recruited from a special school in Singapore. A modified interview questionnaire (Lund & Light, 2007) was administered to determine if communication technology devices changed communication behaviours among adolescents with cerebral palsy. Using a qualitative approach, data were analysed by open and axial coding software, HyperRESEARCH (Hesse-Biber, Kinder & Dupuis, 1990). Four core categories emerged from this study which included (1) Desire and ability to communicate, (2) Navigation of devices (3) online self-disclosure and (4) Devices and applications. Overall, adolescents with cerebral palsy use social media and mobile chat to stay in touch with peers and family for school-related purposes and personal reasons. Based on the findings of this study, the authors suggest that the use of communication devices can expand the social network of adolescents with cerebral palsy.... [more]


INCLUSIVE EDUCATION, SUPPORT PROVISIONS AND EARLY CHILDHOOD EDUCATIONAL PATHWAYS IN THE CONTEXT OF SWEDEN: A LONGITUDINAL STUDY 2015 30 3 283 KB
Johanna Lundqvist Allodi Westling Mara Siljehag, Eva Department of Special Education, Stockholm University, Sweden

The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations, conversations, interviews and a questionnaire. Over the early school years, the number of children with special educational needs increased. Their need of support ranged from some needs, to high and to very high needs. The support was integrated into ongoing activities and offered among peers, as well as provided in the form of one-on-one training and therapy, one-on-one conversation and after school training. The settings were comprehensive or specialised in a certain diagnosis, and the application of inclusion ranged from non-existent, to integrated activities and partial and full inclusion. The findings are related to national and international discussions on the topics of inclusive education, support provisions and early childhood educational pathways. ... [more]


WHAT INCLUSIVE DISPOSITIONS CONTRIBUTE TO CULTURALLY LINGUISTICALLY DIVERSE EXCEPTIONAL STUDENTS’ SUCCESS? 2015 30 3 100 KB
Megan Farnsworth Jacqueline Zaleski Mackenzie Southern Oregon University

Correlational research investigated relationships between PreService Teachers’ dispositions and success with Culturally Linguistically Diverse Exceptional (CLDE) students, addressing disproportionality and multicultural teacher preparation. Results show a significant correlation between Inclusive Dispositional Self-Assessment scores (e.g., emotional intelligence and cultural competence) and instructional choices for CLDE students. Implications include the need for teacher educators to provide opportunities for students to develop the dispositions of care, purpose, advocacy, empathy, inclusivity and reflection, which will greatly improve instructional outcomes for CLDE students.... [more]