The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools

被引：5

作者：

Carter, Mark ^{[1
]}

Webster, Amanda ^{[2
]}

Stephenson, Jennifer ^{[1
]}

Waddy, Neale ^{[3
]}

Stevens, Robert ^{[3
]}

Clements, Melissa ^{[3
]}

Morris, Talia ^{[1
]}

机构：

[1] Macquarie Univ, N Ryde, NSW, Australia

[2] Univ Wollongong, Wollongong, NSW, Australia

[3] NSW Dept Educ, Sydney, NSW, Australia

来源：

AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION | 2022年 / 46卷 / 01期

基金：

澳大利亚研究理事会;

关键词：

inclusion; support; adjustments; goal setting; monitoring; teaching assistant; NEW-SOUTH-WALES; TEACHING ASSISTANTS; INCLUSIVE EDUCATION; PARAPROFESSIONALS; ACCESS; PERCEPTIONS; ADAPTATIONS; CURRICULUM; REALITY; VISION;

D O I：

10.1017/jsi.2021.21

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were analysed for key themes. Some schools had a narrow focus on a few key areas, with teaching assistants being the most commonly reported adjustment. Few schools used formal formative monitoring to evaluate the effectiveness of adjustments. Options for improvement schools could consider include examining the breadth of adjustments, establishing clear measurable goals, considering alternative strategies for use of teaching assistants, and ensuring adjustments are monitored.

引用

页码：1 / 18

页数：18

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