John Elkins

Characteristics of Children Enrolled in the Child Service Demonstration Centers

This project reports on the characteristics of over 3000 children enrolled in Child Service Demonstration Centers for Learning Disabilities in 21 states. The major results of the questionnaire study revealed that: (1) most of the children were in the lower elementary grades, (2) the sex ratio was three boys to one girl, (3) of the children enrolled, approximately two-thirds were rated as reading problems, (4) the median educational retardation was one grade below the mental age reading grade expectancy, (5) the retardation in reading and spelling was one-half grade more than the retardation in arithmetic, (6) the distribution of IQs contained a larger proportion with below average ability than is found in the general population of children, and (7) the resource room was the most commonly used method for the delivery of service. In general, children with learning disabilities are defined by most of the Child Service Demonstration Centers to be those who are below grade in educational achievement, especially in reading.

An Evaluation of Handwriting Performance

Abstract The legibility components (letter formation, spacing, alignment and size) and speed of handwriting were assessed for 575 children in grades 3 to 7. Inter‐rater reliabilities were high (−69 to −97) and test‐retest reliability over one week was lower for legibility (−44 to −84) than for speed (−93). In general, reliabilities were higher for the older children. Correlations among legibility components ranged from −46 to •76, though a principal factor analysis indicated that letter formation, spacing, alignment and size were discriminable elements of legibility. Correlations of legibility component scores with teacher ratings ranged between −52 and −76. Norms for speed were consistent with Groffs data and girls wrote significantly faster and smaller than boys. Girls also made fewer errors in letter formation than boys in grades 3, 4 and 5. Graphs indicating normative performance on the handwriting tasks were prepared.

Effect of Pencil Grip On Handwriting Speed and Legibility

Four variations in the dynamic tripod grip (that used for standard pencil grasp) were examined for their influence on the handwriting speed and legibility of 282 children aged between 8 and 14 years. No significant difference was found for either speed or legibility. Further analysis of standard versus non‐standard grips and fast, legible versus slow, illegible writers also failed to support the view that writing was related to the type of grip employed. These findings question the emphasis placed on so called ‘correct’ pencil grip and suggest more attention should be focus upon other factors underlying poor handwriting performance.

Parents’ attitudes to inclusion of their children with special needs

This study investigated the attitudes of 354 Australian parents who have a child with a disability and who attends a state school in Queensland. The types of disability of the children were broadly in accordance with accepted prevalence figures, except for a greater number reported as having autistic spectrum disorder and fewer students with a learning difficulty/attention deficit hyperactivity disorder. The children were in a range of classes, from special schools to schools where there was in-class help from a special teacher or teacher aide. Many of the parents favoured inclusion, some would if additional resources were provided, and a small group of parents favoured special placement. There were a limited number of negative attitudes to inclusion reported by the parents, and though some parents thought that some need existed for in-service education about inclusion, this was not a widespread view.

Lack of Automaticity in the Basic Addition Facts as a Characteristic of Arithmetic Learning Problems and Instructional Needs.

Computational facility and the relationship between automaticity or efficient processing of addition facts and success in more complex tasks were examined in a cross-sectional study of 109 children from Grades 3 through 6. Latency data and interview protocols enabled identification of speed and strategy use on the addition facts, grouped into eight fact bundles (e.g. zeroes, small doubles), as a parsimonious procedure for exploring processing efficiency. Profiles of children based on latency performance on the fact bundles were clustered. The slowest cluster reported use of counting strategies on many bundles; the fastest cluster reported use of retrieval or efficient-thinking strategies. Cluster group was the best predictor of performance on multidigit tasks. Addition fact accuracy contributed only for tasks without carrying, and grade level was not significant. Analysis by error type showed most errors on the multidigit sums were due to fact inaccuracy, not algorithmic errors. The implication is that th...

Comparison of a traditional and an inclusive secondary school culture

Qualitative research methods were used to conduct case studies of two secondary schools in Australia, focusing on the provision of support for students with different learning needs. Interview data were used to report differences in collective beliefs, values and descriptions of school practice that foster two contrasting school cultures. One of these school cultures is described as more inclusive and the other as more traditional. The study used an inductive approach to analysing interview data to reveal differences between the schools using three main categories: (1) model of support and the role of the special educator; (2) student focused or content-focused culture; and (3) beliefs and attitudes relating to inclusiveschooling and teacher responsibility for catering for diverse learning needs. The findings of this study have implications for development of inclusive schooling.

Bridging the gap between inclusive policy and inclusive culture in secondary schools

Organisational support from a number of levels needs to be in place if schools are going to achieve success in developing an inclusive school culture. Support at policy level is frequently in place, however the gap between policy and practice is a continuing challenge. In this in-depth study of an Australian secondary school Suzanne Carrington and John Elkins offer insights into the culture of an inclusive school and the processes of translating inclusive policy to inclusive practice. NASEN 2002.

Learning Difficulties in Numeracy in Australia

In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.

Prevalence of Hyperkinesis A Comparison of Three Rating Scales

Three rating scales with different items and modes of rating were used to assess the prevalence of hyperactivity among 1,908 children in 7 primary (elementary) schools. Teachers rated all the children in their classes. The number of children found to be hyperactive according to Conners rating scale was 5.6 percent using a cut-off of 2 standard deviations above the mean, or 12 percent using the American cut--off of 15. The Queensland rating scale gave a hyperactivity rate of 7.5 percent, and the Pittsburg scale a rate of 8.9 percent. The overlap of the rating scales gave 3.5 percent and the sum of those identified was 12 percent. More children were found to be hyperactive in lower socio--economic areas. Variation in the children thought to be hyperactive presents a problem for research, but the impact of difficult children in the classroom must not be underestimated.

Teachers’ expectations about students’ use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7

Although extensive basic research has been carried out on children’s metacognition, little is known about teachers’ views of their students’ cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. United Kingdom Reading Association 2001.