Literaturnachweis - Detailanzeige
| Autor/inn/en | Spong, Jo; Iacono, Teresa; Garcia-Melgar, Ana; Bagley, Kerryn; McKinstry, Carol; Hyett, Nerida; Arthur-Kelly, Michael |
|---|---|
| Titel | Toward the Improvement of Inclusive Education for Students with Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia |
| Quelle | In: Journal of Research in Childhood Education, 37 (2023) 4, S.619-635 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Spong, Jo) ORCID (Iacono, Teresa) ORCID (Garcia-Melgar, Ana) ORCID (Bagley, Kerryn) ORCID (McKinstry, Carol) ORCID (Hyett, Nerida) ORCID (Arthur-Kelly, Michael) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| DOI | 10.1080/02568543.2023.2167025 |
| Schlagwörter | Foreign Countries; Inclusion; Students with Disabilities; Educational Technology; Electronic Learning; Program Effectiveness; Online Courses; Elementary Education; Special Education; Multi Tiered Systems of Support; Australia |
| Abstract | Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents' contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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