Lyn Gow

Directions for Integration in Australia: Overview of a Report to the Commonwealth Schools Commission. Part II.

Abstract Drawing upon information from a national survey, this paper examines the extent to which integration is being achieved for children with disabilities in Australian schools. Technical and organizational issues leading to identification of major barriers to integration together with possible strategies to overcome these are discussed. A need for policy‐oriented research in this field is identified, particularly the provision of accurate prevalence figures and other data to help monitor the impact of policy. Overall, there is evidence of a national movement towards integration but typically this is occurring within a context of inadequate policy formulation, organizational development and resource provision.

Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction

Mainstreaming of mildly handicapped students from special to general classes is a controversial and contemporary issue. Despite a number of important difficulties, mainstream classes are considered to be the most appropriate placement for mildly handicapped students. The value of group instruction as a method of achieving effective mainstreaming is discussed in relation to its potential for developing social skills, providing a framework for instruction, and ensuring a link between the special and general class. Within the framework for instruction, three specific group instruction techniques are examined: cooperative learning, peer tutoring, and reciprocal teaching. It is argued that mainstreaming skill training should commence in the special class, and culminate in those skills being applied and supported in a general classroom learning environment. Group teaching strategies may serve as an effective, transportable framework in which to achieve effective mainstreaming.

Computers in the teaching process and software development: Co-operation the key

Micro-computer technology has been a part of our education environment since the late 1970s but it is evident that successful incorporation of this technology into the teaching process has been somewhat sporadic. A number of reasons could be advanced to explain this, including: lack of suitable hardware; lack of relevant and/or quality software; inadequate teacher training; and insufficient teacher time to design the changes in curriculum and modes of presentation required. It could be argued that some of these areas are being addressed currently via technological advances and lower pricing structures. However, curriculum applications in the form of units of instruction incorporating computer technology, and effective models of software development have not been systematically supported nor researched. This void is addressed by detailing a co-operative project between tertiary institutions and schools involving the creation, implementation and evaluation of units of instruction incorporating computer technology. In addition, this project addressed the issue of training of teachers and teacher trainees through the development of courseware, and also highlights the need for a systematic model for software development which is also described.

The Use of Verbal Self-Instruction Training for Enhancing Generalization Outcomes with Persons with an Intellectual Disability

It is argued that verbal self instruction (VSIT) has potential for training persons with an intellectual disability in the use of strategies. Its usefulness is illustrated by reference to a considerable range of studies carried out with this and other populations. In particular, VSIT methods promote better generalization of behaviour, although in some areas of application the research data are equivocal Among the technical issues which arise from using VSIT to enhance generalization are those of providing appropriate initial training procedures; using specific as opposed to general strategies and identifying differential task effects. Noted as being problems inherent to VSIT are its limited range of application; difficulties over goal specificity and failure to control factors which may effect research findings such as individual differences and differences between populations. It is concluded that future research with VSIT should include comparative outcome studies; further studies of the relationships b...

The Use of Photographs as Stimulus Materials in Programming for Generalization with Mentally Retarded Persons.

In order to examine the relative effects of using photographs and actual objects in training for generalization, a group of severely-moderately retarded adults was taught a simple industrial type task(n=24). Subjects were randomly assigned to one of four equal groups: A (Objects only); B (Photographs only); C (Objects and Photographs); D (Conventional teaching through modelling). It was found that, with respect to the initial teaming, generalization and maintenance stages, the use of photographs as stimulus materials produced inferior results to those obtained from using actual objects or conventional teaching.

Effects of Modification of Conceptual Tempo on Acquisition of Work Skills.

This study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents receiving training in a work preparation centre (N, 41). On the basis of performance on Kagans Matching Familiar Figures Test the group was divided into two subgroups, reflective, impulsive and then further divided through random allocation to control and experimental conditions. The two experimental groups received a training program designed to promote self-generation of strategies, using self-verbalization to induce a more reflective approach. The control groups received the normal training program of the centre. The criterion measure taken at pre- and posttest was a collation task standardized so as to provoke response uncertainty. Analysis of residual gain scores derived from the two testing occasions indicated that the experimental groups improved significantly more than the controls and that the improvement generalized to their performance on the Porteus Maze and Matching Familiar Figures Test. Contrary to expectation, however, the effect of training did not bring about significant differential improvement for impulsive as against reflective subjects. Both benefited from the training. On the basis of delayed posttests, no generalization was apparent.

An Examination of the Interactive Model of Esl Reading From the Perspective of Approaches To Studying

This study uses techniques derived from the fields of cognitive psychology and student learning to investigate the approaches to studying of a sample of Hong Kong students and to relate these approaches to the interactive model of second-language reading. The English language ability of the subjects, who were studying in a second language, was compared to measures from the Approaches to Studying Inventory (ASI) and data from student interviews. English language ability was found to be correlated with deep and surface approach scores of the ASI, which determine whether a student sets out to find the global meaning of a piece of reading or tries to memorise items. There was evidence of the subjects adopting a narrow focus in their learning approaches, which is interpreted as evidence for over-reliance on bottom-up processing. The results are seen as offering some support to the short-cut hypothesis of second-language processing.

Contextual Influences on Integration in Australia: Overview of a Report to the Commonwealth Schools Commission. Part I.

Abstract Integration of students with special needs has emerged as a significant challenge to education practice in Australia, as elsewhere in the world community. To date, however, little information is available regarding the implementation of integration policy which, in many cases, is still evolving. This paper presents findings of a study sponsored by the Commonwealth Schools Commission at the request of the Organization for Economic Co‐operation and Development, Centre for Education Research and Innovation (OECD/CERI) and describes the current context within which integration in Australia occurs. Reference is made to the philosophical, legislative, and policy bases, administrative organization, and funding structures from which the implementation of policy is proceeding. Differences between States, as well as issues of common interest are identified.

Problems with implementing goals in higher education: A Hong Kong case study

Abstract A number of studies in Western countries have found evidence of a mismatch between the espoused goals of higher education and the reality of classroom practices. Qualitative research was used to see whether the same phenomenon occurred in a Hong Kong tertiary institution. Views on the subject of teaching and learning, of lecturers at a polytechnic in Hong Kong, were investigated by 39 semi-structured interviews. The lecturers were asked about the goals of higher education and those of the courses they taught. They were also asked to describe an ideal student and the attributes of good academics. Their perception of the relative importance of teaching, research and other duties was investigated. The responses to questions were analysed in terms of a limited number of categories which appeared from the data. For example, views on goals of courses and higher education were classified as either training for specific professions or developing problem-solving skills. When talking about the goals of higher education the development of problem-solving skills was paramount, but when questioned about the courses they actually taught most lecturers talked about training for a specific profession. There was, therefore, clear evidence of a mismatch between espoused goals and classroom practice. The resulting effect on student learning is described and discussed.

Integration in Australia.

ABSTRACT Integration of students with disabilities is without question the most widely discussed issue related to the education of the disabled.’ Indeed, for at least the past twenty years, integration has been emerging as one of the most significant educational and social challenges facing the worlds communities. Since the early 1970s, the Australian Commonwealth Schools Commission has supported attempts throughout Australia to integrate students with special needs into ordinary school settings, rather than to expand provision of segregated schools and centres. The nature of, and funding level for, the Commissions integration element have been the subject of extensive discussion in recent years and these discussions have now extended to the regular school arena where increasing numbers of students with special needs are being integrated. Because of the widespread interest in integration, a national review was commissioned by the (Australian) Commonwealth Schools Commission in response to a request fro...