John O'Rourke

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school‐aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student’s perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one‐to‐one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students’ perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms.

Inclusive Schooling: If It's so Good--Why Is It so Hard to Sell?

What does the take-up of new technology have in common with the adoption of inclusive pedagogies to support students with additional needs in regular classrooms? Both are profound changes in the way we do things. Both are in response to changes in society. Both are championed by true believers and villainised by those more resistant to change. In this paper I consider why inclusive education has been so difficult to sell within schools, despite empirical evidence that is highly supportive of this practice. I review meta-analyses on the academic outcomes of students with disability in inclusive and segregated environments and discuss why the apparent benefits of this approach are not universally appreciated by Australian classroom teachers. I then compare the adoption of inclusive education with the uptake of innovative technology to develop an appreciation of what may be required for teachers to gain an understanding and commitment towards inclusive education.

It doesn't seem like work, it seems like good fun': Perceptions of primary students on the use of Handheld Game Consoles in mathematics classes

A Chinese proverb suggests ‘Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.’ How to involve or engage today’s learner is at the forefront of much educational research and was the impetus for the study reported herein. This study explored the perceptions of Year 4/5 students from nine separate schools in Western Australia about the use of the Handheld Game Console (HGC) Nintendo DS to develop mental mathematics skills. It revealed that students perceived the use of the HGCs as both fun and engaging. Further, students identified that they were challenged, developed strategies for success and made independent choices during these classes. These discussions are presented as a framework of factors that impacted on the participating students’ self-improvement, self-determination and self-esteem.

Education Assistant Support in Inclusive Western Australian Classrooms: Trialling a Screening Tool in an Australian Context.

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.