Relevant bibliographies by topics / Students with disabilities Education Australia Case studies

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Academic literature on the topic 'Students with disabilities Education Australia Case studies'

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Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Students with disabilities Education Australia Case studies"

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Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.

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In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is
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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.

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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based o
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Fakhru, Abdul-Nasser, Hana Khalily, Khalid Khadr, Rehab Dirgham, and Riyad Ayyash. "Online Learning Challenges for Students with Disabilities: Digital Accessibility and Universal Design for Learning Solutions." Hebron University Research Journal (HURJ): B- (Humanities) 17, no. 2 (2022): 241–86. http://dx.doi.org/10.60138/17220229.

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This study aimed to investigate the challenges faced by students with disabilities in online education and to review scientific solutions, digital access solutions and assistive technology for these challenges in higher education institutions. This study analyzed and compared more than seventy references from recent studies that reviewed the challenges and technological solutions available to students with disabilities in some higher education institutions in the United States of America, Australia and the United Kingdom; The aim is to benefit from these experiences in developing support for s
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Reis, Sally M., Terry W. Neu, and Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved." Exceptional Children 63, no. 4 (1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.

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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific pe
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Bray, Laura E., Alicia A. Mrachko, and Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.

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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of provid
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Peltier, Corey J., Kimberly J. Vannest, and Josh J. Marbach. "A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs." Journal of Special Education 52, no. 2 (2018): 89–100. http://dx.doi.org/10.1177/0022466918763173.

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Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report interventio
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Larrivee, Barbara, Melvyn I. Semmel, and Michael M. Gerber. "Case Studies of Six Schools Varying in Effectiveness for Students with Learning Disabilities." Elementary School Journal 98, no. 1 (1997): 27–50. http://dx.doi.org/10.1086/461883.

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Nam, Suk. "Implications for special education support for Students with severe Disabilities in Korea through the German case: in the state of Baden-Württemberg." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (2023): 599–618. http://dx.doi.org/10.22251/jlcci.2023.23.3.599.

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Objectives This study tried to find out the implications of Korea through the components of the special education school support system for students with (most) severe disabilities in Germany, the arrangement and cooperation of manpower resources, and the perception and competence of special teachers who play key role.
 Methods The purpose of the study is to systematically examine various literature studies, including a field survey report for education of students with (most) severe disabilites published in Baden-Württemberg, Germany since 2000, and compare and analyze them with the spec
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Jennifer, L. Kilgo, Aldridge Jerry, Vogtle Laura, and Ronilo William. "Using Family Case Studies with Graduate Students through Transdisciplinary Graduate Education." International Journal of Case Studies 3, no. 9 (2014): 22–26. https://doi.org/10.5281/zenodo.3523862.

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Graduate students in early childhood special education, occupational therapy, and physical therapy at the University of Alabama at Birmingham (UAB) are educated using a transdisciplinary model in which emerging professionals and families of children with special needs work together by exchanging expertise to jointly solve problems, plan, and implement evidence-based interventions. The goal is to ensure that the early intervention/education experiences achieve desired child and family outcomes. A major component of the preparation of the graduate students is learning to work collaboratively wit
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Williams, Kelly J., Christy R. Austin, and Sharon Vaughn. "A Synthesis of Spelling Interventions for Secondary Students With Disabilities." Journal of Special Education 52, no. 1 (2017): 3–15. http://dx.doi.org/10.1177/0022466917732777.

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This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compos
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Dissertations / Theses on the topic "Students with disabilities Education Australia Case studies"

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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.

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Doctor of Philosophy<br>The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions i
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Perez, Luis. "The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4560.

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The concept of liminality describes the experiences of individuals who live "between and betwixt" as a result of their indeterminate status in society. This concept seems appropriate to describe the experiences of people who live with vision loss, because we simultaneously belong to two social or cultural groups. On the one hand we must navigate the mainstream society in which we live day to day, which we are often able to do with the vision we have left. On the other hand, our disability sets us apart from that mainstream society. This idea of living in "between and betwixt" the worlds of the
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Fortney, Shirley. "The planned integration of special education students." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172219/.

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Stark, Shirley Patricia Kathleen. "A framework of support for teachers of mentally handicapped students : a case study." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25534.

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The purposes of this case study were: to ascertain the beliefs held by teachers of mentally handicapped students toward the concept of integration; to determine the perceptions of teachers about their program planning practices, in particular the development of Individual Education Programs and their use of the Special Education Core Curriculum Supplement; to elicit teacher opinions regarding their job-related needs for administrative and instructional support and personal professional development; and to generate, in the form of recommendations to the school district, a framework of support c
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

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Neary, Michele Therese. "An ethnographic study of the integration of students with special needs in a regular class." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ50228.pdf.

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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.

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Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of cri
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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.

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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they woul
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Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.

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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues a
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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.

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Books on the topic "Students with disabilities Education Australia Case studies"

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Jones, Carroll J. Case studies of severely/multihandicapped students. C.C. Thomas, 1993.

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Weishaar, Mary Ellen. Case studies in assessment of students with disabilities. Pearson, 2005.

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Jones, Carroll J. Case studies of exceptional students: Handicapped and gifted. C.C. Thomas, 1993.

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Burnett, Strother Deborah, and Maynard R. Bemis Center for Evaluation, Development, and Research., eds. Learning to fail: Case studies of students at risk. Phi Delta Kappa, Maynard R. Bemis Center for Evaluation, Development, and Research, 1991.

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Stichter, Janine P. An introduction to students with high-incidence disabilities. Pearson/Merrill/Prentice Hall, 2008.

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S, Berres Michael, and Knoblock Peter 1934-, eds. Program models for mainstreaming: Integrating students with moderate to severe disabilities. Pro-Ed, 1987.

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Robert, Donmoyer, and Kos Raylene, eds. At-risk students: Portraits, policies, programs, and practices. State University of New York Press, 1993.

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S, Berres Michael, and Knoblock Peter 1934-, eds. Program models for mainstreaming: Integrating students with moderate to severe disabilities. Aspen Publishers, 1987.

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Educational Resources Information Center (U.S.), ed. Reform for every learner: Teachers' views on standards and students with disabilities. Center for Policy Research on the Impact of General and Special Education Reform, 2000.

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Smith, J. David. Inclusion: Schools for all students. Wadsworth Pub. Co., 1998.

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Book chapters on the topic "Students with disabilities Education Australia Case studies"

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Stephan, Michelle, and Didem Akyuz. "Teaching Integers to Students with Disabilities: Three Case Studies." In Research in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_4.

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Islek, Önder, and Hatice Uyanik. "Achieving Accessibility on a Budget: Aksaray University's Strategy for Supporting Students with Disabilities." In Transforming Media Accessibility in Europe. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60049-4_5.

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AbstractMuch emphasis has been put on the inclusivity of educational opportunities in international agreements, conventions, and declarations, with the valuable work that continues to be done globally. However, one area needs more attention for disability-inclusive international development, that is, higher education, which is still limited and not fully inclusive or accessible for individuals with disabilities globally (Covas &amp; de Luna, 2019). This chapter presents a case study of the Aksaray University in the Republic of Türkiye. This chapter aims to deconstruct the Turkish social system
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Xu, Ren-Hao. "Understanding Higher Education Enrolment Through Michel Foucault’s Biopolitics." In Using Social Theory in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39817-9_12.

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AbstractHigher education enrolment is and has historically been a demographic-political problem around the world over the last four decades. This can be reflected in many governments’ attempts to widen university access to make their national populations more skilled and productive. Most extant research on this matter investigates the effectiveness of such enrolment policies in addressing the problems outlined by governments. However, I noticed that the enrolment problems were not simply about achieving greater student participation; rather, the enrolment ‘problem’ is tied up with the formatio
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.

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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the deve
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Stockley, Naomi, Rianna Tatana, Roshni Kaur, and Alice Reynolds. "The Pavilion School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1366.

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The Pavilion School is located in Melbourne, Australia. It is a specialist Flexible Learning Option (FLO) for students who have disengaged or been excluded from mainstream education. There are 235 secondary-aged school students enrolled across two campuses in Melbourne’s northern suburbs. A considerable proportion of students at the Pavilion School face significant risk factors which impede their access to education. They are as follows: mental health challenges (60% of students); alcohol and other drug use (49%); school absenteeism (47%); family vulnerability (47%); and youth justice involvem
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Adam, Tas, and Arthur Tatnall. "The Impact of ICT in Educating Students with Learning Disabilities in Australian Schools." In Advances in Human and Social Aspects of Technology. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch001.

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The term “Learning Difficulties” (sometimes also referred to as Special Needs) is used in reference to students who have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. This is a large heterogeneous group. Another more specific term is “Learning Disabilities” that refers to the small sub-group of students who exhibit severe and unexplained problems. This chapter presents a report on an investigation, framed by the use of actor-network theory, of how the use of Information and Communications Technologies can aid in improving
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Hodge, Samuel R. "Teaching Students with Disabilities." In Case Studies in Adapted Physical Education. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-30.

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Hodge, Samuel R. "Teaching Students with Learning Disabilities." In Case Studies in Adapted Physical Education. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-26.

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Hodge, Samuel R. "Teaching Students with Intellectual Disabilities." In Case Studies in Adapted Physical Education. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-29.

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Hodge, Samuel R. "Teaching Students with Physical Disabilities." In Case Studies in Adapted Physical Education. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-39.

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Conference papers on the topic "Students with disabilities Education Australia Case studies"

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Dantas, Mariana, Paula Santos, and Oksana Tymoshchuk. "THE INCLUSION OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN HIGHER EDUCATION: A CASE STUDY OF THE INDIVIDUAL MULTIDISCIPLINARY STUDIES PROGRAM IN PORTUGAL – UNIVERSITY OF AVEIRO." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1593.

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Magnago, Walaci, and Paula de Castro Nunes. "GAMIFICATION AND INCLUSIVE EDUCATION: PROMOTING THE ENGAGEMENT OF ALL STUDENTS." In I Congresso Internacional Multidisciplinar (I CIM). New Science Publishers, 2024. http://dx.doi.org/10.56238/i-cim-008.

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Gamification, defined as the application of game elements in non-playful contexts, has proven to be a promising strategy for engaging students in the teaching-learning process. When applied to the context of inclusive education, gamification offers opportunities to increase the participation of students with different profiles and needs, promoting a collaborative and engaging learning environment. This article explores the impact of gamification on inclusive education, analyzing how this approach can be used to ensure that all students, including those with disabilities and other learning chal
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Begić, Amir, Jasna Šulentić Begić, and Ivana Pušić. "NASTAVA GLAZBE I DJECA S DOWNOVIM SINDROMOM." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/kflt6075.

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Music is often used in the upbringing and education of children with Down syndrome because of the different possibilities for achieving developmental and therapeutic goals. Music has been found to favour the emotional development of children with Down syndrome, especially in identifying and recognizing emotions. Additionally, actively engaging in music for children with Down syndrome has positive effects on the acquisition and development of socio-emotional, motor, cognitive, and communication abilities and skills and helps them with self-organizing and encouraging their social interaction. Na
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Prasad, Angitha. "Role of AI in Modern Education." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250459.

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Artificial Intelligence (AI) is revolutionizing education by enhancing learning experiences, improving administrative efficiency, and increasing accessibility. This study examines AI’s role in modern education, focusing on its benefits, challenges, and future implications. Special emphasis is placed on the Indian education system, where AI can help bridge the urban-rural divide. This research aims to evaluate AI’s impact on students, teachers, and institutions, addressing its advantages, limitations, and ethical concerns. It also explores AI’s effects on mental and physical health, national ed
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Reports on the topic "Students with disabilities Education Australia Case studies"

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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructiona
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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) a
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