Journal of Research in Special Educational Needs, Jun 22, 2023
High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great inter... more High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full‐length TEIP scale, the TEIP‐SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain‐specific factors. In conclusion, the TEIP‐SF represents a concise, efficient means of assessing teachers' self‐efficacy about teaching in inclusive classrooms.
International perspectives on inclusive education, Oct 25, 2014
Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive educ... more Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.
International Journal of Disability Development and Education, Feb 6, 2018
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive e... more In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and 'nothing about us without us'. The process adopts a three-stage approach which is outlined and key issues and implications discussed.
This paper examines issues impacting parental choice for home-schooling in one state in Australia... more This paper examines issues impacting parental choice for home-schooling in one state in Australia. Data were collected from 99 parents home-schooling at least one child during the 2022 academic year. Utilizing the newly developed Parent Perceptions of Home-Schooling scale, consideration was given to proactive and reactive reasons perceived by parents as impacting their decision-making. Proactive reasons consisting of philosophical beliefs and needs of the child were cited more frequently by parents who had always home-schooled their child. Reactive reasons were mostly employed to confirm parent decisions to remove a child from school due to concerns regarding the school, the child, and the needs of parents. A range of school, child, and parental issues, and different child needs were identified as impetus for home-schooling learners with and without a diagnosed disability or an additional learning need. Discussion centers around whether current whole school approaches to inclusion a...
Special education has undergone continued transformation since societies began to provide an incr... more Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall m...
Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 2017
The inclusion of learners with a wide range of special needs has become a major change in regular... more The inclusion of learners with a wide range of special needs has become a major change in regular classrooms over the past 40 years. In the early part of the twentieth century, there were few opportunities for children to attend formal schooling. For those with disabilities, schooling was almost non-existent. Except for a few students who were deaf or blind and who were able to attend the limited specialised schools established to cater for them, it was not until mid-century that schools began to be established to support children with other specialised needs. By the end of the last century, the plethora of specialised schools for students with similar disabilities began to dissipate in favour of the move towards an inclusive education system. This chapter explores this process of changing classrooms from homogenous to heterogeneous within an inclusive paradigm. Consideration is given to what this means for schools, teachers, parents and the students and what is needed if this philosophy is to be further embraced in the future.
Current practices regarding inclusive education vary enormously depending on a wide range of issu... more Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique ... more L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique en mettant l’accent a la fois sur l’equite et la qualite dans l’enseignement. Cet article est base sur des donnees issues de la recherche commandee par Australian Research Alliance for Children and Youth (ARACY) pour le Ministere australien de l’education. Cette recherche a examine les politiques et les pratiques d’education inclusive pour les eleves handicapes dans ce pays. L’Australie se trouve confrontee a un certain nombre de defis si elle veut adopter avec succes tous les objectifs fixes pour l’equite et la qualite dans l’education. En outre, la recherche necessitera d’analyser l’impact des projets actuels de reforme neoliberale sur les eleves handicapes et d’enqueter sur les initiatives de collaboration professionnelle comparativement avec d’autres initiatives dans des contextes urbains et ruraux pour comprendre comment les objectifs d’equite et d’inclusion pourraient etre atteints.
International Journal of Disability, Development and Education, 2018
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive e... more In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and 'nothing about us without us'. The process adopts a three-stage approach which is outlined and key issues and implications discussed.
Australasian Journal of Special and Inclusive Education, 2019
Currently, there is no consensus as how best to fund inclusive education for students with autism... more Currently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.
International Journal of Inclusive Education, 2016
ABSTRACT The Pacific Island countries are committed to promoting disability-inclusive education t... more ABSTRACT The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Education – Pacific-INDIE) as a catalyst in implementing inclusive education in the Pacific. Data were collected from a range of stakeholders who have used the Pacific-INDIE in three countries (Fiji, Samoa and Solomon Islands). Thematic analysis was used to identify the key themes relating to the usefulness of the tool. The key themes that emerged from the data included, positive outcomes, challenges, planned future directions, and process issues. The findings discussed are related to how the indicators can best support future policy development and implementation of disability-inclusive education across the region.
Journal of Research in Special Educational Needs, Jun 22, 2023
High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great inter... more High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full‐length TEIP scale, the TEIP‐SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain‐specific factors. In conclusion, the TEIP‐SF represents a concise, efficient means of assessing teachers' self‐efficacy about teaching in inclusive classrooms.
International perspectives on inclusive education, Oct 25, 2014
Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive educ... more Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.
International Journal of Disability Development and Education, Feb 6, 2018
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive e... more In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and 'nothing about us without us'. The process adopts a three-stage approach which is outlined and key issues and implications discussed.
This paper examines issues impacting parental choice for home-schooling in one state in Australia... more This paper examines issues impacting parental choice for home-schooling in one state in Australia. Data were collected from 99 parents home-schooling at least one child during the 2022 academic year. Utilizing the newly developed Parent Perceptions of Home-Schooling scale, consideration was given to proactive and reactive reasons perceived by parents as impacting their decision-making. Proactive reasons consisting of philosophical beliefs and needs of the child were cited more frequently by parents who had always home-schooled their child. Reactive reasons were mostly employed to confirm parent decisions to remove a child from school due to concerns regarding the school, the child, and the needs of parents. A range of school, child, and parental issues, and different child needs were identified as impetus for home-schooling learners with and without a diagnosed disability or an additional learning need. Discussion centers around whether current whole school approaches to inclusion a...
Special education has undergone continued transformation since societies began to provide an incr... more Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall m...
Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 2017
The inclusion of learners with a wide range of special needs has become a major change in regular... more The inclusion of learners with a wide range of special needs has become a major change in regular classrooms over the past 40 years. In the early part of the twentieth century, there were few opportunities for children to attend formal schooling. For those with disabilities, schooling was almost non-existent. Except for a few students who were deaf or blind and who were able to attend the limited specialised schools established to cater for them, it was not until mid-century that schools began to be established to support children with other specialised needs. By the end of the last century, the plethora of specialised schools for students with similar disabilities began to dissipate in favour of the move towards an inclusive education system. This chapter explores this process of changing classrooms from homogenous to heterogeneous within an inclusive paradigm. Consideration is given to what this means for schools, teachers, parents and the students and what is needed if this philosophy is to be further embraced in the future.
Current practices regarding inclusive education vary enormously depending on a wide range of issu... more Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique ... more L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique en mettant l’accent a la fois sur l’equite et la qualite dans l’enseignement. Cet article est base sur des donnees issues de la recherche commandee par Australian Research Alliance for Children and Youth (ARACY) pour le Ministere australien de l’education. Cette recherche a examine les politiques et les pratiques d’education inclusive pour les eleves handicapes dans ce pays. L’Australie se trouve confrontee a un certain nombre de defis si elle veut adopter avec succes tous les objectifs fixes pour l’equite et la qualite dans l’education. En outre, la recherche necessitera d’analyser l’impact des projets actuels de reforme neoliberale sur les eleves handicapes et d’enqueter sur les initiatives de collaboration professionnelle comparativement avec d’autres initiatives dans des contextes urbains et ruraux pour comprendre comment les objectifs d’equite et d’inclusion pourraient etre atteints.
International Journal of Disability, Development and Education, 2018
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive e... more In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and 'nothing about us without us'. The process adopts a three-stage approach which is outlined and key issues and implications discussed.
Australasian Journal of Special and Inclusive Education, 2019
Currently, there is no consensus as how best to fund inclusive education for students with autism... more Currently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.
International Journal of Inclusive Education, 2016
ABSTRACT The Pacific Island countries are committed to promoting disability-inclusive education t... more ABSTRACT The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Education – Pacific-INDIE) as a catalyst in implementing inclusive education in the Pacific. Data were collected from a range of stakeholders who have used the Pacific-INDIE in three countries (Fiji, Samoa and Solomon Islands). Thematic analysis was used to identify the key themes relating to the usefulness of the tool. The key themes that emerged from the data included, positive outcomes, challenges, planned future directions, and process issues. The findings discussed are related to how the indicators can best support future policy development and implementation of disability-inclusive education across the region.
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Papers by Chris Forlin