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Inclusive Education Abstract

759
Symposia Results: Participants reported that knowledge gained through courses

shaped their instruction, beliefs and confidence in diverse classroom the
Beginning Teacher Study: Development of Inclusive Practice most; however, the second-most common reason differed for each area:
for instruction, Participants cited experience in practicum; for beliefs,
work/volunteer experience; and for confidence, discussions with school
INCLUSIVE EDUCATION IN CANADA
personnel. For the ABER, songs were composed around these outcomes;
J. Specht,1 M. Vanderloon,1 M. Fairbrother,2 J. Whitley2 excerpts from three will be presented.
& E. Charles1 Implications: Outcomes discussed in light of inclusive teacher
1 Western University, Canada education for a range of students (including those with intellectual and
2 University of Ottawa, Canada developmental disabilities), and the potential for ABER to extend and
Introduction: Preservice programs and professional development are deepen data analysis and presentation.
key in teachers’ development of exemplary practices for inclusive Keywords: Inclusive Education. Pre-service. Teacher Education.
classrooms. However, little is known about the nature and duration of Self-efficacy
experiences required for the development of such practices, especially in
preservice programs. BEGINNING TEACHERS STUDY: IMPLICATIONS FOR THE
Methods: This paper will present the research literature, rationale, DEVELOPMENT OF INCLUSIVE PRACTICE
and methods of the Beginning Teachers Study in order to set the context J. Specht,1 S. A. Thompson2 & S. Bennett3
for the next 3 papers in the symposium. 1 Western University, Canada
Results: Participants will become familiar with the inclusive 2 University of Regina, Canada
education system in Canada especially as it relates to students with in- 3 Brock University, Canada
tellectual and developmental disabilities. In addition, they will be pre- Introduction: The Beginning Teachers Study has rich quantitative and
sented with the context for the research symposium. qualitative data that may illuminate different aspects of inclusive practice,
Implications: The results of this longitudinal research have and notably here, those features relevant to students with IDD. This final
implications for better understanding the acquisition of inclusive paper in the symposium will contextualise and make germane aspects of
practices and the development of teachers’ self-efficacy for inclusion in the Beginning Teachers Study for beginning teachers in diverse
our classrooms. classrooms.
Keywords: Inclusive Education. Pre-service. Teacher Education. Methods: Findings from the quantitative pieces of the Beginning
Self-Efficacy Teachers Study as well as those from the qualitative aspects will be co-
contextualised within this larger presentation.
CONCEPT MAPPING: EFFICACY AND BELIEFS OF BEGINNING
Results: Quantitative outcomes of the Beginning Teachers Study
TEACHERS FOR INCLUSIVE PRACTICE
include issues of pre-service teacher self-efficacy, belliefs about learning
S. Bennett, L. Ismailos & T. Gallagher and teaching of graduating teachers, and development of inclusive
Brock University, Canada practice. Qualitative results include the thematic analysis of
Introduction: Effective professional learning leads to improved practice, transcriptional data around issues that influenced efficacy, beliefs and
which, in turn, leads to student achievement. Pre-service programs are instruction culminating in the ABER song cycle.
key in teachers’ development of exemplary practices for inclusive Implications: Discussion will revolve around implications for initial
classrooms. However, little is known about the nature and duration of inclusive teacher education. Of primary importance is the knowledge
experiences required for the development of such practices in the pre- gained concerning the types and qualities of professional learning that
service program. positively influence beginning teachers’ beliefs, practices, and self-
Methods: This paper presents a concept mapping of questions with efficacy in inclusive classrooms. Professional learning programs can build
participants at the end of their pre-service programs at 15 faculties of on this new understanding to better support the implementation of
education across Canada. Question 1: What experiences have influenced inclusive practices in Canadian schools.
the instruction that you use in diverse classrooms? Question 2: What ex- Keywords: Inclusive Education. Pre-service. Teacher Education.
periences have contributed to your beliefs in how children learn in diverse Self-Efficacy
classrooms? Question 3: How confident do you feel in teaching in diverse
classrooms? Social Media Use Training, Disability Awareness, Inclusive Physical
Results: A hierarchical cluster analysis of each question revealed Education in Promoting Social Networks and Inclusion at School
themes such as: Practicum Experiences; Mentoring Relationships;
Education Program; Professional Development Past Jobs/Positions that SOCIAL MEDIA USE TRAINING FOR STUDENTS WITH
Influence Practices Now; Personal Life Experience. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A STEP
Implications: These themes will help us understand the needs of TOWARDS CONNECTING STUDENTS WITH AND WITHOUT
beginning teachers to support their instructional practice, beliefs, and DISABILITY
efficacy for teaching in inclusive classrooms. P. Raghavendra,1 F. Rillotta2 & A. Thirumanickam2
Keywords: Inclusive Education. Pre-service. Teacher Education. 1 Disability and Community Inclusion, Flinders University, Australia
Self-Efficacy 2 Flinders University, Australia
Introduction: To investigate whether social media use training would
BRINGING VOICE TO EFFICACY AND BELIEFS OF BEGINNING
improve the social media skills of students with intellectual/
TEACHERS FOR INCLUSIVE PRACTICE
developmental disabilities and facilitate social connections between
S. A. Thompson1 & G. Howell2 students with and without disabilities.
1 University of Regina, Canada Methods: A sequential mixed-method design was used. Five students
2 Western University, Canada with intellectual/developmental disabilities (aged 12 and 13) from a special
Introduction: In order to appreciate the complexities faced by school participated in social media use training conducted at school over 1
participants in the Beginning Teachers Study, two inter-related ½ school terms. Individualised goals were developed in collaboration with
qualitative projects were conducted. The first, involved interviews; and the students and their parents. Intervention included training on (1) cyber-
the second was an Arts-Based Education Research (ABER) project. safety, (2) age-appropriate social media platform (e.g. Google Hangout,
Methods: From the larger Beginning Teacher Study, a random Gmail), and (3) the use of accessibility features (Speech-to-Text, Text-to-
sample of 37 participants was procured. They completed semi-structured Speech) to facilitate with literacy challenges. The social networks of the
interviews via telephone. Interviewers posed three interconnected participants were mapped using the Circle of Communication Partners
questions: what experiences have influenced your instruction, your beliefs (CCP) pre- and post-intervention. A shared group forum between
and your confidence in diverse classrooms? Audio-taped interviews were students with and without disabilities was created to encourage online
transcribed, coded and analysed. For the ABER study, from these 37 communication outside school hours and during the holidays.
transcripts a six-song cycle was written to enhance participants’ Results: There was a small increase in online communication
responses; participants’ words constituted the song lyrics. partners following the training. Three out of five participants achieved
© 2019 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and
John Wiley & Sons Ltd
Journal of Intellectual Disability Research Inclusive Education
760
their individualised goals (GAS T-score > 50). Main challenges included positive attitudes toward peers with disabilities and more behavioural
difficulties with basic social skills for students with intellectual/ intentions to start friendship interactions with peers with disabilities than
developmental disabilities, access to application downloads and online their peers who did not participate in the intervention.
interaction between students with and without disabilities. Implications: The study highlighted the potential of the intervention
Implications: The findings from this study provide preliminary to promote the school inclusion of students with disabilities.
information about the importance of social media use training for Keywords: social inclusion. Peer friendship interactions. School
students with intellectual/developmental disabilities. inclusion. Students with disabilities
Keywords: social media use. Inclusive education. School-aged
students. Intellectual disabilities SEGREGATION VERSUS SOLIDARITY: RETHINKING THE
UNCRITICAL COMMITMENT TO INCLUSION
PROMOTING INCLUSION AND POSITIVE ATTITUDES OF E. Van der Klift & N. Kunc
STUDENTS WITH INTELLECTUAL DISABILITY THROUGH Broadreach Training Ltd., Canada
DISABILITY AWARENESS AND INCLUSIVE PHYSICAL
Introduction: The inclusion movement is predicated on the rights of
EDUCATION CLASSES
individuals with disability to full access to communities of choice, ending
F. Rillotta, P. Raghavendra & A. Thirumanickam segregation and separation. However an uncritical commitment to
Flinders University, Australia “absolute” inclusion may undermine the deeper goal of the emancipation
Introduction: School-based disability awareness improves attitudes of disabled people.
towards disability; however, awareness programs rarely consider sport Methods: In this theoretical paper we argue that when disabled
(for example, physical education (PE) classes) as a medium for people come together in groups, those groups are not necessarily
promoting inclusion. Sport encourages participation, interaction, team evidence of segregation. They may in fact be groups of solidarity.
work, and good health. This study investigated the effect of disability Results: We delineate some of the fundamental differences that
awareness and inclusive PE classes on the attitudes of students without determine whether a grouping represents segregation or solidarity,
disabilities towards students with disabilities. including enforced versus voluntary participation, imposed agenda versus
Methods: A sequential mixed methods design was used. Twelve Year common purpose, shame versus pride, and benevolence versus respect.
7 mainstream students (aged 12–13) participated in disability awareness Finally, we suggest that the most important distinction between
and inclusive PE classes as part of school curriculum, over 1.5 school segregation and solidarity is centered in power; that is, who has the power
terms. Disability awareness involved: introduction to different to determine how people see themselves, what they do together, and the
disabilities, simulation activities, and self-reflection. The inclusive PE issues and the ultimate goals they are working towards.
classes involved structured small and large group activities (e.g. bowling, Implications: We will end the presentation with suggestions on how
cricket) with students with intellectual/developmental disabilities from a to facilitate communities of solidarity grounded in social justice.
co-located special school. A survey measuring attitudes and frequency of Keywords: social inclusion. Solidarity. communities of choice.
interaction with students with disabilities was completed before and after Identity
inclusive activities.
Results: Knowledge of disability increased after the disability IT’S NOT ALL ABOUT COURSEWORK: NARRATIVES OF
awareness and inclusive PE classes. The PE classes enabled students to INCLUSION AND EXCLUSION AMONG UNIVERSITY
initiate play and interactions with students with intellectual/ STUDENTS RECEIVING DISABILITY ACCOMMODATIONS
developmental disabilities, including encouragement, turn taking, M. L. Maconi,1 S. E. Green1 & S. C. Bingham2
teaching and instruction. 1 University of South Florida, The United States of America
Implications: The findings from this study offer preliminary 2 University of North Carolina Wilmington, The United States of America
information about the importance of providing disability awareness Introduction: This paper will explore perceptions of exclusion and
together with inclusive school activities such as PE classes. This helps inclusion among thirty students registered with the office of disability
promote social inclusion and interactions amongst peers with and services at a large urban university in the United States. Our goal is to
without disabilities. extend the current discourse on inclusion in higher education settings by
Keywords: inclusive education. Disability awareness. Attitudes. drawing attention to social and cultural participation as an
students without disabilities underemphasized aspect of educational inclusion by bringing the per-
spectives of university students themselves into the discourse.
Understanding and promoting social inclusion and belonging in
Methods: Using a methodology consistent with the principles of
education from elementary through university: Perspectives,
emancipatory research, in-depth interviews were conducted with thirty
programs and practices
university students receiving disability services.
Results: While the consensus among those interviewed indicated that
IMAGINED INTERGROUP CONTACT AMONG ELEMENTARY universities do a reasonably good job of developing classroom
SCHOOL CHILDREN: EFFECTS ON ATTITUDES, KNOWLEDGE accommodations to meet academic needs, stigma and social exclusion
ABOUT DISABILITY, OUTGROUP STEREOTYPES AND persist in damaging ways, in and outside the classroom. Participants
HELPING INTENTIONS found solace and empowerment in interactions with other students with
M. C. Ginevra, L. Nota, I. Di Maggio, S. Santilli & S. Soresi disabilities, and suggested that until the forces of exclusion and
University of Padova, Italy stigmatisation can be entirely eradicated, disability-friendly social and
Introduction: The presentation will describe an imagined contact cultural activities and spaces designed by and for students with disabilities
program to facilitate positive attitude toward peers with disability, might provide an oasis in a disabling world.
knowledge of disability and behavioural intentions toward friendship that Implications: Universities might better serve students by providing
was developed and implemented in Italy. Specifically, elementary school social spaces in which students with disabilities can socialise and through
students were asked to envision belonging to a group with a child with which they might co-create and promote their own agendas for
intellectual disability, sensory disability or psychological problems and institutional change.
cooperating with him/her while taking part together in a competition Keywords: social inclusion. Higher education. Stigma. social
against other teams. To increase the positivity of the imagined interac- participation
tion, the children were also asked to imagine that they would win this
NURTURING HOPE, SENSE OF BELONGING, AND
competition.
ENGAGEMENT THROUGH EQUITY
Methods: In order to test the effectiveness of the program an
experimental study with two repeated measures done in three J. Lalas,1 B. Charest,1 H. Strikwerda2 & M. Ordaz2
experimental groups and a control group was designated. Specifically, 1 University of Redlands, The United States of America
participants were 104 typically developing children, with a mean age of 2 San Bernardino City Unified School District, The United States of America
9.87 years. Introduction: This paper explores the role of equity, hope, and a sense
Results: At the end of the intervention, it was found that participants of belonging in enhancing student learning and engagement. We will
in the intervention group showed more knowledge of disability, more examine an innovative hypothesis that situates social inclusion and
761
belonging within a framework of school and classroom equity, examining Implications: The question of the process of the acquisition of the
the intersection between equity, hope, motivation and engagement and meaning of language will be dealt with by emphasising the importance of
how equity might be viewed as a transformative solution to various the “in situ” reaction of the interlocutor: by referring to the adolescent
educational challenges. with ASD the conventional meaning of the language, it allows them to
Methods: Qualitative data were gathered (interviews and grasp it and/or to ratify it (intersubjective phase of learning).
observations) with four educators in dual language immersion program Keywords: Inclusive Education. Autism Spectrum Disorder.
classrooms. Pragmatic’s language. Interaction
Results: Findings demonstrate that educators who are prepared to
recognise student diversity, value and honour the unique backgrounds of SCAFFOLDING IN TEACHER-STUDENT INTERACTIONS: HOW
each student, redistribute resources and services to all students who need DO TEACHERS HELP ADOLESCENTS WITH AN AUTISM
them, use data consistently to inform and differentiate instruction, and SPECTRUM DISORDER TO LEARN?
expect that the work in promoting equity requires ongoing advocacy, S. Zorn1 & M. Puustinen2
fostered a sense of trust, hope, engagement, belonging and pride in how 1 EA 7287 Grhapes, INSHEA and Paris Nanterre University, France
students related to their classrooms and communities. 2 EA 7287 Grhapes, INSHEA, France
Implications: The relationships between equity, motivation, hope, Introduction: Scaffolding in teacher-student interactions has been
student engagement and belonging will be explored with classroom studied and described abundantly in the literature, showing that it is a
implications and student outcomes. The concept of equity is suggested as dynamic process finely tuned to students’ and situations’ characteristics
a transformative solution to meeting the educational needs of all students, (Van De Pol, Volman, & Beishuizen, 2010). Within this context, we
especially those who have experienced marginalisation or been focused on the education of students with an autism spectrum disorder
underserved. (ASD) in mainstream schools in France. More precisely, our aim was to
Keywords: equity. Hope. sense of belonging. Student engagement analyse how teachers help these students learn during class time.
Methods: The participants were 11 French 12 to 16-year-old lower
What does the analysis of social interactions involving young people
secondary students with an ASD and 17 of their teachers (10 regular class
with disabilities tell us about inclusive education?
teachers and 7 resource class teachers for students with cognitive
disabilities). Each teacher was filmed during three scientific lessons, and
THE SOCIAL INTERACTIONS OF CHILDREN WITH DOWN the scaffolding during teacher-student interactions was analysed. We
SYNDROME WITH PEERS ACROSS THE EARLY CHILDHOOD created a coding scheme based on existing scaffolding categories (Rojas-
J. Chalmond & R. Scelles Drummond, 2013) and literature on educative strategies for learners with
EA4430 CLIPSYD, Paris Nanterre University, France an ASD (Crosland & Dunlap, 2012).
Introduction: Friendships play a central role in children’s relationships Results: The results show that teachers used “simple” (as opposed to
and provide a context that supports a child’s development even during specific) scaffolding strategies to help students with an ASD to move
the early childhood years. In this context, this study examined the forward in their learning.
friendship interactions of children with Down Syndrome with peers Implications: Help provided by the teachers will be discussed in
across the early childhood in inclusive environments. relation to the special educational needs of students with an ASD.
Methods: The participants were fifteen French children with Down Keywords: Autism spectrum disorder. Inclusive education.
Syndrome, between 24 and 47 months of age, thirteen of their parents Scaffolding. social interactions
and seven early child professionnals. The children’s motor skills were
ANALYSING INTERACTIONS BETWEEN STUDENTS WITH
evaluated with the Brunet-Lezine Test. The social behaviours were
PIMD AND PROFESSIONALS IN CLASS
observed from videos of children’s play interactions with friends and
booklets elaborated for this study. E. Atlan,1 D. Toubert-Duffort2 & M. Puustinen2
Results: Current results show two correlations. The correlation 1 EA 7287 Grhapes, INSHEA, and Paris Nanterre University, France
between motor skills and social behavior underlines that the more the 2 EA 7287 Grhapes, INSHEA, France
child with Down Syndrome has developed motor skills, the more they Introduction: Interactions with social environment (Nijs et al., 2016)
would be able to have prosocial behaviours with the peers as and communication are essential in the development (Petitpierre, 2005),
supporting. The correlation between the autonomy of the child and the quality of life (Petry et al., 2005), and involvement in learning of
social behavior underlines that the more the child with Down people with profound intellectual and multiple disabilities (PIMD).
Syndrome has developed autonomy, the more they would be able to However, their idiosyncratic way of communication makes
have friendships characterised by reciprocity with an openness and communication and tuning with them challenging. Within this context,
empathy toward peers. our objectives were to analyse (1) professionals’ responses (if any) to
Implications: The implications of our findings for fostering child-to- actions and/or interactions spontaneously initiated by students with
child relationships will be discussed. PIMD in class, and (2) the relationship between those responses and the
Keywords: Down Syndrome. child. Peer relationship. Friendships students’ developmental profile (Saulus, 2017).
Methods: The participants were 13 6- to 15-year-old students with
PRAGMATIC LANGUAGE IN AUTISM SPECTRUM DISORDER: PIMD enrolled in 5 French medical and educational institutes. During a
DIFFICULTIES OF INTERACTION IN SCHOOL school year, they attended two one-hour classes weekly. Three randomly
L. Broc selected classes (i.e., one per trimester) were video-recorded and analysed
Université Cote d’Azur, France using the ELAN software. Students’ non-verbal behaviours (e.g., gazes,
Introduction: From situations experienced in a Unit of School searching for contact), and professionals’ verbal and non-verbal
Inclusion, we will address the following question: how difficulties with the behaviours were coded.
pragmatic aspects of language in ASD lead to difficulties in school Results: The results show that professionals used more verbal than
interaction? Pragmatic theoretical concepts (the principle of cooperation non-verbal behaviours, and that they more frequently responded to
and the common basis) will be exposed to understand the functioning students with a developmental profile II or III than to students with
and dysfunctioning of language in ASD. profile I (Saulus, 2017). Furthermore, their responses differed depending
Methods: Situations presented are extracted from the daily lives of six on the institutional context.
teenagers with ASD from 12 to 16 years. They educated in mainstream Implications: The implications of our findings for the schooling of
middle school in a class for adolescents with special needs. Difficulties of students with PIMD will be discussed.
comprehension will be treated through two points concerning the non- Keywords: PIMD. interactions. Inclusive education. Development
literal language:indirect requests and conversational implicatures. The
difficulties of production will be approached through the thematic
continuity in conversation.
Results: Non literal language situations are understandable by
teenagers with ASD when the interlocutor explicit them “in situ”.
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Oral Presentations DEVELOPING PATHWAYS INTO EDUCATION, TRAINING

AND EMPLOYABILITY FOR YOUNG PEOPLE WITH
TEACHERS’ PERSPECTIVES ON THE LEARNING SITUATION IN INTELLECTUAL DISABILITIES: INITIAL EXPERIENCES FROM
SCHOOL OF STUDENTS WITH MILD INTELLECTUAL THE DCU ABILITY PROJECT
DISABILITIES D. Corby & C. Andersen
A.-L. Andersson,1 J. Wilder,2 N. Klang,3 G. Magnusson4 & A. Lillvist5 Dublin City University (DCU), Ireland
1 Anna-Lena Andersson, Sweden Introduction: The Dublin City University (DCU) Ability Programme
2 Jenny Wilder, Sweden which is co-financed by the Irish Government and the ESF Programme
3 Nina Klang, Sweden for Employability Inclusion and Learning 2014–2020 is about supporting
4 Gunnlaugur Magnusson, Sweden young people with disabilities improve their employment prospects. The
5 Anne Lillvist, Sweden aim is to create meaningful and tailored pathways into education, training
Introduction: Although inclusive education can be considered to be and employment using a person centred approach.
a philosophical and pedagogical goal for students with mild Methods: The DCU Ability Team work with a partner, St Michael’s
intellectual disabilities (MID), inclusion is framed by approaches, House Services and others to support young people with intellectual
resources and organising systems. The aim of this study was to disabilities gain the skills and experiences they need to become more
explore the learning situation in school for students with (MID) aged career ready. The method involves initial vocational assessments, a
9–15, through the perspectives of primary school teachers and special 12 week course and a work placement. Personal support is offered in areas
school teachers. such as literacy, CV, interview skills and job searching. Each participant is
Methods: Twenty two teachers (11 special school teachers and 11 supported on their return from their work placement to reflect and learn
primary school teachers) were interviewed about their experiences from the experience and develop a personal plan for progression.
and perceptions about the learning situation in school of students Results: Initial results are presented on the programme impact for the
with MID. Thematic analysis was used to inductively analyse the first group of 6 young people with intellectual disabilities. This includes a
data. review of the 12 week course and the type of work placements accessed by
Results: Special school teachers and primary school teachers had the participants.
converging and diverging experiences and perceptions. Master themes Implications: Implications for participant’s are in areas of education,
that summarised clusters were: “How teachers organize teaching”, “How training and employment but also offering increased confidence and
do teachers work with teaching content” and “Working with social independence.
relationships”. Keywords: Employment. Education. Training. Quality of Life
Implications: Relationships, individual adaptations and flexibility at
DEVELOPMENT OF A REASONABLE ADJUSTMENTS FOR
teacher-student level can be keys to positive learning situations in school
INCLUSIVE EDUCATION RATING SCALE
for students with MID. Also, to be offered a challenging teaching
environment as a student and for teachers to have time to prepare and T. Iacono,1 N. Hyett,1 J. Spong,1 K. Bagley,1 O. Landry,1
implement the teaching may be other success factors. M. Arthur-Kelly,2 C. McKinstry1 & A. Garcia Melgar1
Keywords: learning situation. Organize teaching. Teaching content. 1 La Trobe University, Australia
Social relationships 2 University of Newcastle, Australia
Introduction: The Reasonable Adjustments for Inclusive Education
CHALLENGING PREVAILING PRACTICES: SUPPORT (RAIE) rating scale is the outcome measure being used in a study into
INCLUSION, RELATIONSHIPS, AND LEARNING THROUGH the effectiveness of implicit instruction in designing supports to
PEER-MEDIATED APPROACHES facilitate the inclusion of students with disability in primary school
E. Carter education. The aim was to describe its development and perspectives of
Vanderbilt University, The United States of America an expert panel.
Methods: Four education and allied health professionals, with two
Introduction: Enhancing the social and learning experiences of students
also being parents of children with disability, comprised the expert panel.
with severe disabilities in inclusive schools and classrooms has been a
In a 3-hour workshop, they worked through scenarios of primary school
long-standing focus of research, legislative, and advocacy efforts. Yet the
students with disability, providing feedback and applying the RAIE by
widespread use of paraprofessionals and one-to-one adult supports may
rating adjustments suggested by the researchers. Ratings reflect the extent
inadvertently hinder opportunities for academic participation and
to which each reasonable adjustment aligns with the social model of
friendship formation.
disability. In a follow-up workshop, the expert panel rated reasonable
Methods: We have conducted a series of single-case experimental adjustments from trial participants.
(n = 11) and group experimental studies (n = 3) examing the efficacy and Results: Workshop transcripts were analysed thematically.
social validity of two peer-mediated interventions for secondary students Preliminary analysis revealed criteria used to evaluate each reasonable
with severe intellectual disability. Peer support arrangements involve adjustment: task authenticity, relevance to the scenario and other
identifying and equipping two or more peers without disabilities to students, student agency, and scaffolding for learning.
providing ongoing social and academic support within inclusive Implications: Panel insights extended understanding of reasonable
classrooms. Peer networks involve identifying and supporting 3–6 peer adjustments and resulted in modifications to the scale scenarios. RAIE
partners in a cohesive social group outside of the classroom. Both involve data from the larger study, a Randomised Controlled Trial, will further its
adults as background facilitators, but place their accent on the primacy of development as a stand-along scale for use in research and practice.
peers as providers of support. Keywords: social model. Inclusive education. Reasonable
Results: Both interventions have distinct social (i.e., peer adjustments. Measurement
interactions, communication access, relationship formation) and
academic (i.e., academic engagement, individualised goal progress) DEVELOPMENT OF A FIVE-YEAR STRATEGIC FRAMEWORK FOR
advantages relative to using individually assigned adult staff. Moreover, ADDRESSING THE NEEDS OF STUDENTS WITH DISABILITIES
students with severe disabilities, peers, and staff affirm the acceptability, IN SYDNEY CATHOLIC SCHOOLS
feasibiltiy, and desirability of these support models. I. Jackson
Implications: We provide recommendations for research and Sydney Catholic Schools, Australia
practice aimed at deepening our understanding of the application, Introduction: The Sydney Catholic Schools (SCS) Board recently
individualization, and impact of these interventions to support commissioned the author to conduct a strategic review of its school and
inclusive schooling and relationships for students with severe system services for students with disabilities. SCS operate 153 schools,
disabilities. enrolling 75,000 students, of whom 7,250 have a disability. In addition,
Keywords: social relationships. General education access. School the Board commissioned a five-year Strategic Framework for the provision
inclusion. Friendships
763
of effective and innovative school and system-wide services and programs child they work with. This strengths-based approach uses video feedback.
for students with disabilities following the review. Seeing alongside others can help people see themselves and their
Methods: An appreciative inquiry methodology (Cooperrider, Barrett relationships from a different perspective and thus expand perceptions of
& Srivastva, 1995) was adopted that included the development of twenty- the self and other.
one school case studies with approximately eight-hundred and fifty Methods: One team, who all worked with a boy in Key Stage 3
interviews and surveys with school staff, parents and individual students (children aged 11 to 14) attended two video-feedback workshops, two
with disabilities. action-learning sets and an evaluation. These sessions were audio
Results: Key results of the Review were: recorded and transcribed. We use content and thematic analysis as well as
the reported speech of the participants to explore how the identities of
themselves and the child were narrated over the course of the
• School staff were committed to addressing the needs of students with
intervention.
disabilities;
Results: Results showed that staff began to see the child as
• Teachers experienced challenges addressing the needs of students
distinguishable from the group. They began to see their relationship with
with significant and complex disabilities;
him as integral to their changing beliefs about what it meant to be a good
• The system needed to develop more strategic school leadership ap-
teacher, therapist or manager. Their relational practices with the child
proaches to disability support; and
changed accordingly.
• Schools needed to develop more effective classroom programming
Implications: The outcomes for this team was an expanded
strategies for its students with disabilities.
perspective on the self, the co-workers and the child. Not all teams have
responded in the same way. This intervention may help create a space
Implications: The five–year SCS Strategic Framework incorporated: where individual and collective purpose/se can be mutually and critically
re-negotiated.
Keywords: children. Intervention. perspectives. Complex
• Promotion of school leadership strategies for the planning, imple-
mentation and provision of learning and social outcomes for stu- PREDICTORS ASSOCIATED WITH PAID EMPLOYMENT
dents with disabilities; STATUS OF COMMUNITY AND TECHNICAL COLLEGE
• Development of differentiated classroom practices utilising a range STUDENTS WITH IDD IN THE USA
of curricular materials and instructional strategies;
D. Johnson
• Adoption of instructional technologies integrated into the classroom
University of Minnesota, Institute on Community Integration, The United
curriculum; and
States of America
• High expectations for students with disabilities.
Introduction: The present study sought to identify predictors associated
with employment outcomes for community and technical college students
Keywords: Strategic. Framework. Schools. Students with IDD. The outcome variable was paid employment at or above the U.
S. minimum wage level while students were attending school.
THE DEVELOPMENT OF THE AUTHENTIC LEARNING FOR LIFE
Methods: Study participants were 228 students with IDD enrolled at
PEDAGOGICAL FRAMEWORK FOR STUDENTS WITH
two community and technical colleges in rural communities in a U.S.
SIGNIFICANT DISABILITIES
midwest state. Students were involved in a multiyear mentoring program.
I. Jackson Data was obtained fron the Think College Data Network. Predictor
Executive Principal, Eileen O’Connor Catholic College Lewisham, Sydney variables included age, gender, program type, prior work experience,
Catholic Schools, Australia living situation, level of college inclusion in academics and social
Introduction: Eileen O’Connor Catholic College Lewisham is a Sydney activities. A logistic regression procedure using maximum likelihood
Catholic school for students, aged 6–18, with a moderate intellectual estimates was employed for the analysis.
disability and other complex needs. Commencing in 2015, the college’s Results: Students who had prior work experience, attended organised
curriculum is based on its Authentic Learning for Life pedagogy specifically social events, participated in volunteering and/or community service, and
developed to address the holistic needs of its students. took only inclusive classes, were more likely to be employed at or above
Methods: The key component of the framework is the promotion of the minimum wage.
quality teaching practices by staff; the development of student resilience; the Implications: Being involved in inclusive academic, social and
promotion of healthy and safe student behaviours; and the enhancement of community activities has positive implications for not only promoting
student social capital. paid employment opportunities while attending college, but also for
Results: Federal and state government registration and compliance achieving this following graduation. Interventions like mentoring can
inspections in 2016 and 2018 reported that the Authentic Learning for Life successfully be used to create and support inclusive colleges experiences.
pedagogy has resulted in the college’s delivery of quality programs and Further research is needed on interventions like mentoring and their
innovative interventions for students with disabilities. Moreover, regular impact on post college employment.
and ongoing student assessements since 2015 indicate that the majority of Keywords: post secondary education. Paid employment. Inclusive
the seventy students at the college have significantly improved literacy, practices. Transition
numeracy and problem-solving skills in addition to enhanced social and
emotional wellbeing. OPEN MINDS, OPEN DOORS: CREATING OPPORTUNITIES
Implications: The development of the Authentic Learning for Life FOR CHILDREN WITH DIVERSE DISABILITIES FOR ACTIVE
pedagogy has provided staff and students across all Sydney Catholic PARTICIPATION THROUGH UNSTRUCTURED PLAY IN
schools with a dynamic, evidence-based teaching and learning framework SINGAPORE
that has enhanced learning outcomes for students with disabilities and E. Joosa & C. Goh
embraced student difference, unlocked potential and transformed young Playeum Children’s Centre for Creativity, Singapore
lives. Introduction: Little is known about young children with intellectual
Keywords: Students. Disability. Pedagogy. Authentic disabilities and the effect of their engagement in unstructured play. Open
Minds, Open Doors refers to the design of a unique Singapore outreach
USING VIDEO FEEDBACK WITH TEAMS TO EXPAND
initiative about the value of play and a creative environment for children
PERSPECTIVES ON CHILDREN WITH BEHAVIOUR THAT
with varying levels of intellectual disabilities and interactions with non-
CHALLENGES
disabled peers. The program and research was funded to investigate how
D. James,1 S. Vincent2 & S. Fisher3 unstructured play allowed developmentment of 21st century skills, exec-
1 Manchester Metropolitan University, United Kingdom utive functions and meaningful creative experiences.
2 Northumbria University, United Kingdom Methods: The research took on ethnographic case study approach.
3 Percy Hedley School, United Kingdom In-situ data collection included surveys, anecdotes, transcriptions of
Introduction: We developed a team-based intervention for staff who conversations (if participants were verbal), still photos and videography.
work with children with complex developmental needs and challenging Data were analysed by a predesigned coding scheme based on actions and
behaviour. The intervention focuses on interactions between staff and the interactions in place and time.
764
Results: The findings give evidence of the importance of a non- PERSON-CENTRED VOCATIONAL ASSESSMENT FOR YOUNG
threatening unstructured play environment and authentic engagement. PEOPLE WITH INTELLECTUAL DISABILITIES: EXPERIENCES
Children took the opportunities of unstructured play to make decisions FROM THE DCU ABILITY PROJECT
and initiate interactions to communicate, problem solve and participate E. King & S. Reddy
with non-disabled peers. DCU Ability Project, Dublin City University (DCU), Ireland
Implications: The findings direct attention to the value of play for
Introduction: The project aims to support young people with intellectual
children with intellectual disabilities in promoting opportunities for the
disabilities, as well as other disabilities to become career ready.
development of meaningful relationships. The design of unstructured
Assessment of each participant’s abilities, and support needs was
environments play presents unique opportunities for independence and
st required to inform supports for the participants to engage in the
development of executive functions and 21 century skills.
programme. The team was challenged to gather the perspective of
Keywords: Play. 21st Century Skills. Executive Functions. Creativity
participants in a collaborative manner, while also ensuring objective data
was available to measure outcomes. There was a need to avoid
THE DEVELOPMENT AND DESIGN OF THE STANDARDS FOR overburdening people with excessive documentation while ensuring all
THE VISUAL ARTS IN SINGAPORE SPECIAL EDUCATION: AC- necessary data is collected.
ST
TIVE CITIZENSHIP AND 21 CENTURY SKILLS AS KEY Methods: Existing vocational, occupational, and quality of life
COMPONENTS assessments were identified. These assessments were then considered
E. Joosa,1 V. Ho2 & Y. Liu3 with regards to the data required to inform both support strategies for
1 Arts of the Earth Learning Hub, Singapore participants with intellectual disabilities and areas for outcome
2 Ministry of Education Singapore, Singapore measurement of the project.Results: Guiding concepts of occupational,
3 National Arts Council, Singapore vocational and quality of life assessment were incorporated into the
assessment process for the programme. A multifaceted assessment, with a
Introduction: This presentation features the development of standards
mix of data collection methods, and consideration to the abilities and
for visual arts in special education in Singapore as part of a collaboration
needs of each participant was generated.
between the Ministry of Education and the National Arts Council. Such
Implications: The assessment is currently being implemented within
standards were driven by the belief that the visual arts are a pivotal com-
the DCU Ability Project, to facilitate an individualised approach to
ponent of multimodal communication, learning and living in the
assessment with a people with intellectual disabilities, and other support
community.
needs.
Methods: The benefits of students with special needs and their
Keywords: Education. Inclusion. Assessment. Employability
engagement in the visual arts in education is relatively unknown. To
understand the unique cultural background, the development of the TEACHERS’ PERSPECTIVES ON DIFFERENTIATED
standards was grounded within on a socio-cultural perspective and INSTRUCTIONS FOR STUDENTS WITH INTELLECTUAL
ethnographic approach. The process involved observation and analysis of DISABILITY IN INCLUSIVE CLASSROOM.
artistic processes; feedback from community of practice meetings; and,
A. Kozhiparambil Gopi,1 S. Mathew2 & P. S. Sukumaran3
feedback professional development workshops.
1 School of Teacher Education, Florida State University, The United States of
Results: The findings resulted in a complex dynamic socio-ecological
America
systems framework, in which contemporary perspectives on visual arts in
st 2 Nirmala Sadan training College for Special Education, India
education and the development of agency and 21 century skills are central.
3 School of Behavioural Sciences, Mahatma Gandhi University, India
The framework presents a unique roadmap to research and practice.
Implications: The standards have the potential to guide program Introduction: The fundamental characteristic of inclusive education is
design and research that may elevate the agency of students with special the teachers‘willingness to accept students with special needs; their
needs. The framework guides insights into the development of arts attitudes and knowledge about inclusive education are important as these
education programs that stimulate individual ways of knowing, are indicators of such willingness. In order to achieve this undertaking,
communication and creative ways for learning. teachers in inclusive classrooms play a major part through their attitudes.
Keywords: Visual Arts. Agency. 21st Century Skills. Communication The practice of inclusive education requires the involvement of and
collaboration between educational professionals.
Methods: The present study aimed to find the level of awareness and
EVALUATING THE ROLE AND EXPERIENCES OF SCHOOL nature of attitude and its relation of middle school teachers on
ASSISTANTS IN THE SUPPORT OF INCLUSIVE EDUCATION differentiating instructions for students with intellectual disability in
PRACTICE IN CZECH REPUBLIC inclusive education classroom. Descriptive survey method of research
Š. Káňová was employed for the study. The study sample consists of 107 middle
University of West Bohemia, The Czech Republic school teachers who are working in different schools in Kerala, India
Introduction: As part of a larger project focusing on implementing where individuals with intellectual disability are provided education.
inclusive education in primary schools in the Czech Republic, an evalu- Results: The study reveals that the majority of middle school teachers
ation was conducted of the role of school assistants in supporting children show average awareness and neutral attitude on differentiating
with a wide range of needs, including those with intellectual disability. instructions for students with intellectual disability. The study also shows
Schools assistants work across a school in contrast to teaching assistants a positive relationship between awareness and attitude on differentiating
employed to work with specific children. The evaluation explored the instructions for students with intellectual disability.
roles, activities and experiences of school assistants. Implications: The involvement of teachers is possible only through
Methods: School assistants from 4 primary schools completed creating high awareness and by having high positive favorable attitude
monthly reports over a two year period. These focused on who they towards differentiating instructions for students with intellectual
supported, on what they did and on the challenges, opportunities and disability. So there should be opportunity in teacher training programs to
successes. Reports were then analysed thematically. know about differentiated instructions.
Results: School assistants perceived their role as complementary to Keywords: Differentiated Instructions. Inclusive Education.
the role of teaching assistants in including students in need of support in Awareness. Attitude
mainstream schools. Roles and activities varied across schools depending AN ANALYSIS OF PLACEMENT DECISION CONSIDERATIONS
on the approach and active involvement of headmasters, support from
other staff and the socio-demographic profile of the local community and J. Kurth
the children who attended that school. University of Kansas, The United States of America
Implications: The evaluation highlighted the potential usefulness of Introduction: In the US context, special education consists of specially
the position of school assistants in implementing inclusive education in designed services available for students with disabilities, and should be
Czech schools. Challenges and potential solutions to widespread available across placements. Students with the most significant disabilities
implementation will be discussed. continue to be taught in restrictive settings, despite accumulating evidence
Keywords: inclusive education. School assistants. Assistant teachers. suggesting their special education services can be delivered effectively in
Intellectual disability general education settings. Every individualised education program (IEP)
765
must contain a statement describing how the student will be provided a Implications: These and further analyses will provide indications of
free and appropriate education in the least restrictive environment (LRE). means of improving social participation in childcare.
Methods: The present study used content analysis to examine least Keywords: Inclusion. early childhood education. Children with
restrictive environment statements of 88 student IEPs to determine what disabilities. Observation
factors, including supplementary aids and services, were considered in
making placement decisions. We further analysed which classes and TRAINING ON SIGN LANGUAGE FOR COMMUNITY
activities students participated in general education settings. MOBILIZES
Results: Findings reveal supplementary aids and services were not R. S. K. Mahamendisge
considered in placement decisions, although a number of factors Anura Bandara, Sri Lanka
centering on curricular considerations, environmental demands, student
Introduction: Sign language training in communities facilitates
deficit, and personnel requirements were noted in making placement
communication with, and by, persons with hearing and speech disabilities.
decisions. We further found students primarily participated in non-
Methods: The national programme on community based
academic instruction while in general education settings.
rehabilitation (CBR) that is being implemented in Sri-Lanka, conducts
Implications: Future research should investigate how best teacher
services and development activities, including community mobilization
educators may prepare teachers to make LRE decisions in a transparent,
programmes for person with different disabilities. Sign language is a
objective manner, consistent with student and family priorities.
recognized language by the Sri Lankan government. In order to popularize
Keywords: Least Restrictive environment. Individualised education
sign language within communities, a series of training workshops on sign
programs. Aids and services
language were conducted throughout the country. Thirteen (13) training
workshops of 10 days were conducted on sign language in 13 districts. 576
INCLUSIVE INSTRUCTION FOR ADOLESCENTS WITH SEVERE
community workers participated in the workshops.
DISABILITIES
Results: The community workers’ abilities to communicate with
J. Kurth persons with hearing and speech disabilities increased. Approximately
University of Kansas, The United States of America 80% of the officers, who were trained, now engage with persons with
Introduction: Limited research exists on teaching core academic hearing and speech disabilities very successfully. It was reported that
content, including intervention research, in inclusive settings for students people with hearing and speech disabilities were able to discuss and solve
with intellectual and developmental disabilities. The purpose of this some of their main problems effectively with these officers.
exploratory project was to evaluate the use of participation plans for Implications: The ability to communicate freely and express one’s
supporting students with intellectual and developmental disabilities in views is a human right. Through promotion of sign language,
inclusive high school classrooms. opportunities are enhanced for people with hearing and speech
Methods: The study addressed two questions: (1) To what extent can disabilities to participate and contribute fully to society as citizens.
students with IDD learn prioritized social studies content and skills in Keywords: Equal. Inclusion. Development. Integration
inclusive secondary settings? and (2) How do participation plans support
students in learning prioritized social studies content and skills in PARENTS’ PERCEIVED IDENTITIES IN INCLUSIVE EDUCATION
inclusive general education settings? A university research team CONTEXTS AND IMPLICATIONS FOR THE PARENT-TEACHER
supported a public high school staff to employ a single-case, multiple RELATIONSHIP
baseline design across prioritized skills (knowledge of content, G. Mann
vocabulary, and summarization) and participants. QUT, Australia
Results: Results showed students’ correct responses increased across Introduction: A positive parent-teacher relationship is critical to the
prioritized skills after the team began using the participation plans. Both successful inclusion of students with intellectual impairment. How
students and teachers (general and education) rated the intervention as parents perceive their identity with regard to the inclusive education
sustainable and socially valid. process will have an impact on how they relate to teachers and to their
Implications: When viewed within the context of other studies contribution to the parent-teacher relationship.
demonstrating that students learn academic content in inclusive settings, Methods: Transcripts from focus group and narrative research into
along with concerns related to inequitable education in separate special parental decision-making were analysed for evidence of parents’
education settings, these findings underscore the effectiveness and perceptions of their identity. The answers to open-ended survey
feasibility of inclusive academic instruction for students with disabilities. questions about parental decision-making were also considered. Words
Keywords: Core academic content. High School. Inclusive that parents used when speaking about themselves and their inclusive
Education education experiences were identified and inductively coded for themes
relevant to parent identity.
INCLUSIVE EARLY CHILDHOOD EDUCATION: Results: The language parents used when referring to themselves and
OBSERVATIONS OF CHILDREN’S ACTIVITIES AND discussing their inclusive education experiences indicates that their
INTERACTIONS perceptions of themselves vary from parent to parent and across time.
M. Lütolf & S. Schaub Some of the identities categorised include the “good parent”; the warrior;
University of Applied Sciences of Special Needs Education, Switzerland the activist; the martyr; and the victim.
Introduction: Inclusion of children with disabilities in early childhood Implications: A parent’s perceived identity will impact on how they
education benefits all children. However, their implementation in see their role in the parent-teacher relationship and their subsequent
Switzerland is a young phenomenon and not well researched. contribution to the inclusive education process. Critically, understanding
Methods: In this study, we explore the activity level and social the various ways in which parents see themselves has important
interactions of 11 children with disabilities/developmental delays (i.e., implications for teachers who must respond accordingly in order to
focus group, FG) compared with their typically developing peers (i.e., develop a positive parent-teacher partnership.
control group, CG,n = 11) at daycare facilities. The children were Keywords: parent-teacher partnership. Parent identity. Qualitative
videotaped during free play, circle activities, and lunch. Activity level and research. Inclusive education
social interactions were coded from videotape using momentary time
THE VIEWS OF PARENTS AND TEACHERS ABOUT THE
sampling.
PARENT-TEACHER PARTNERSHIP IN AN INCLUSIVE
Results: Preliminary analyses using linear regression and controlling
EDUCATION CONTEXT
for age, gender, and facility indicated that on average, the FG was less
engaged in an activity than the CG during free play, unstandardized L. Gilmore & G. Mann
B = 11.8%, p = .049. In particular, the FG was less involved in group QUT, Australia
play, B = 15.8, p = .044, and more often in transition, B = 4.2%, Introduction: Successful inclusive education relies on the quality of
p = .011. No group differences were observed during moderated parent-teacher partnerships. This is especially so for students with
situations and lunch. Also, the groups did not differ with regard to group intellectual impairment who may have difficulty voicing their interests
composition (i.e., number of children/preschool teacher presence). and strengths. Understanding the dynamics of this partnership is made
766
more critical by consistent reports that the relationship is more “[The facilitator] put the group at ease. Use of the emoji card’s meant
problematic in an inclusive education context. that all young people had a chance to contribute in a positive way.”
Methods: Sixteen teachers and 18 parents of students with disabilities (Teacher).
were interviewed about their experiences in two primary and two Implications: Feedback from the young people was very positive,
secondary Queensland schools. Transcripts were analysed for insights which would suggest that they would welcome the opportunity to take
into the dynamics of parent-teacher relationships, with a particular focus part in inclusive focus groups again in the future.
on identifying barriers to a positive relationship and to understanding the Keywords: Voice. Inclusive Education. Unified Schools. Young
extent to which each party was sensitive to the other’s perspectives. People Centred
Results: The barriers to a positive partnership were different for
parents and teachers. Parents spoke about communication difficulties PEOPLE WITH INTELLECTUAL DISABILITY EXPERIENCING
and being left out of decision-making, while teachers spoke of systemic UNIVERSITY LIFE: EMERGING THEMES FROM AROUND THE
issues which interfered with their relationship with parents. Neither GLOBE
indicated a strong sensitivity to the other’s perspectives or an P. O′Brien,1 F. Gadow,1 M. Bonati2 & R. Slee3
understanding of the systems within each operated. 1 Centre for Disability Studies, Australia
Implications: For parents and teachers to work together 2 State University of New York at Platsburgh, The United States of America
productively, each must have an understanding of the other’s perspectives 3 University of south Australia, The United States of America
of the partnership. An understanding of the barriers for each can assist the
Introduction: In Australia and internationally, including students with
other to address those barriers. The deeper understanding that these
intellectual disability into mainstream schooling is becoming a more
findings can facilitate has the potential to establish a stronger connection
common experience, however, the leap into tertiary level inclusion is a new
between the partners.
frontier. Around the globe, universities have begun to shift paradigms to
Keywords: parent-teacher relationships. Inclusive education.
include people with intellectual disability on their campuses.
Qualitative research. Parent perspectives
Methods: A recent book (2019), entitled People with Intellectual
Disability Experiencing University Life: Theoretical underpinnings, evidence
PERSPECTIVES ON THE TRANSITION FROM RESIDENTIAL
and lived experience (Eds: Patricia O’Brien, Michelle Bonati, Friederike
EDUCATION TO ADULT SUPPORT FOR YOUNG PEOPLE
Gadow and Roger Slee), published as part of Sense Publishers’ Inclusion
WITH INTELLECTUAL DISABILITIES/AUTISM
Series, comprises theoretical and practice based contributions from
P. McGill, N. Elson, S. Tomlinson & J. Zubrickiene authors in Australia, the United States, Canada, and Europe.
Tizard Centre, University of Kent, United Kingdom Results: Key themes from this collaboration are: Theoretical and
Introduction: While many young people with learning disabilities or philosophical grounds for inclusion of students with intellectual disability
autism are placed in residential education in England, little is known within universities; The lived experience university students with
about their transition to adult services. This research therefore aimed to intellectual disability; The debate on various models of inclusion within
provide information about outcomes for young people following university settings; Consequences of tertiary level inclusion and its
transition, with particular emphasis on factors influencing whether their relationship to post-university life; and Critical issues associated with the
adult placement was outside their home area. further development of tertiary education for students with intellectual
Methods: Data were collected as part of a larger study relating to disability.
transition from a residential educational setting. Over 40 semi-structured Implications: The editors reflect upon implications arising from the
interviews were conducted with four groups: school/college staff, local book chapters and propose a call to action which directs the
authority staff, family carers and young people. Interviews focussed on implementation of a Human Rights Framework within university settings
experiences and outcomes of the transition process. Interviews were that supports and resources leadership in inclusive tertiary practice.
transcribed and thematically analysed. Keywords: Inclusion univesity settings. Facilitators and barriers.
Results: Common themes were identified for each group interviewed. Intellectual disability. Nclusion strategies
In some cases (e.g. regarding the importance of transition planning) there
was shared emphasis across groups. In other cases (e.g. the expectations THE ELUSIVE INCLUSIVE UNIVERSITY – WHAT DOES THIS
of family carers) there were significant differences. Results are presented LOOK LIKE FOR STUDENTS WITH AN INTELLECTUAL
with a particular emphasis on the factors identified as contributing to in/ DISABILITY? AN IRISH PERSPECTIVE
out-of-area adult placement. M.-A. O’Donovan & M. Shevlin
Implications: The first part of the current research identified that Trinity College Dublin, Ireland
almost half of young people leaving residential education are supported in
adult placements outside of their home areas. Interviews with Introduction: The participation of students with intellectual disability in
stakeholders allow the identification of the factors influencing such an the University is so low and unexpected by many, that statistics on rates of
outcome and the extent to which it might be changed by developments in participation have not to date been gathered nationally in many countries.
policy and practice. Current policy on increasing diversity and progression to HE for a range
Keywords: Transition. Residential education. Adult social care of minority groups does not include people with ID, and focuses on
people with physical and sensory disabilities predominantly. However, 10
FOCUS ON ME: AN INCLUSIVE FOCUS GROUP FRAMEWORK higher education institutions are currently offering a programme of
TO ENSURE THAT EVERY VOICE IS HEARD education specifically for people with ID in Ireland. Trinity College
Dublin was the first to introduce such a programme.
N.-E. Mourton, V. Wells & R. Batters
Methods: A case study approach, based in Trinity College, was
Youth Sport Trust, United Kingdom
undertaken to examine the scope and nature of inclusion.
Introduction: Focus on Me aimed to develop and pilot a cross-cultural, Results: A hybrid model of inclusion is utilised in the running of the
easy to-use guidance on how to deliver inclusive focus groups to attain the programme for students with intellectual disability. Universal Design for
authentic views, wishes and feelings of all young people in schools. Learning underpins the teaching within a specialised programme. Full
Methods: 44 young people aged between 13 and 16 years old from ten inclusion extends beyond the provision of classroom time and requires
schools across the United Kingdom took part in the inclusive focus group access to the range of university experiences, supports and systems that
pilot. The young people involved in the pilot all attended schools which are available to all students, classroom and involves embedding students
were taking part in the Special Olympics Play Unified inclusive sports with ID within the systems of support in the University.
leadership programme. 17 young people had an intellectual disability, 2 Implications: Embedding students with ID within the systems of
young people had a physical disability and 25 young people had no re- supports within the University is central to the success of such specialised
ported special educational need or disability. programmes for people with ID in terms of inclusion and sustainability.
Results: Findings revealed that 93% of young people felt that they Keywords: inclusive University. higher education. Universal design
were listened to, 93% revealed that they understood every question they learning. Education progression
were asked and 80% felt that it was fun to be involved.
767
SERVICE ANIMALS FOR INDIVIDUALS WITH INTELLECTUAL special teachers and paraprofessionals. The data were analysed using a
AND DEVELOPMENTAL DISABILITIES IN CANADA qualitative content analysis.
A. Okrainec Results: Results show, that the projects developed the special teachers
Brandon University, Canada and the paraprofessionals ability to teach the students in their proximal
zone of development, to give students with feedback and also greater
Introduction: Service dogs are trained and tested to help people with
awareness of dilemmas tied to the important balance between learning
Intellectual and Developmental Disabilities (IDD) with specific tasks.
and caring.
How beneficial are these animals? In what ways can they improve the lives
Implications: An increased focus on providing relevant feedback to
of people with IDD? What criteria must the animal meet to qualify as a
the students’ in their learning process helped students to become more
service animal? Given that the use of service animals is an emerging trend,
involved in their learning and more aware of their learning process.
what issues and concerns have come to the forefront recently regarding
Keywords: formative assessement. Professional development. Special
service animals for individuals with IDD?
needs teacher. Paraprofessional
Methods: This research reviews the scholarly literature regarding the
use of service animals with individuals with IDD. In addition, media EDUCATIONAL INTERVENTIONS FOR STUDENTS WITH
reports featuring the use of service animals with people with IDD in INTELLECTUAL DISABILITY ACCORDING TO
Canada will be highlighted. The research also addresses what definitions, BRONFENBRENNER’S THEORY
policies, guidelines, and practices exist for the use of service animals. N. Panopoulos & M. Drossinou-Korea
Information published within the past decade will be emphasized in this Greece
review.
Introduction: The aim of this study is to highlight the importance of
Results: This research highlights benefits and positive outcomes of
educational interventions in accordance with Bronfenbrenner’s
using service animals with individuals with IDD. Service dogs can
Ecosystem Theory. The research questions address how reading skills are
enhance the safety, self-sufficiency, independence, mobility, and
taught in the microsystem (school) through a Targeted, Individual,
confidence of people with Intellectual and Developmental Disabilities.
Structured, Integrated Program for Students with Special Educational
Implications: The implications of the research for institutions as well
Needs (TISIPfSENs) and how the mesosystem (interconnection of the
as people with IDD and their families will be identified.
school with the family and public bodies), the exosystem (education
Keywords: service animals. Intellectual developmental disabilities.
system and curriculum) and the macrosystem (laws) shape the structure
Policy and practice
of the intervention to enhancing reading skills for students with
EXTENDING UNIVERSAL ACCESS TO EDUCATION FROM Intellectual Disability (ID)
PRIMARY TO SECONDARY SCHOOL TO STUDENTS WITH Methods: The methodology refers to a case study of a student with
DISABILITY IN GHANA ID, 16 years old, who was in the general class of a secondary education
M. Opoku, M. Cuskelly, S. Pedersen & C. Rayner facility in the Peloponnese region in Greece. The teacher supported the
University of Tasmania, Australia student for 10 hours a week through the TISIPfSENs for 6 months. The
results were extracted through observation tools, such as checklists.
Introduction: The enactment of inclusive education in Ghana has co- Results: The results indicate that the student with ID has enhanced
incided with United Nations’ global call to alleviate extreme poverty his reading skills.
which is being implemented through Sustainable Development Goals Implications: For the design of a teaching program, such as
[SDG]. Specifically, Goal 4 of SDG exhorts countries to extend universal TISIPfSENs, the teacher needs to take into account the characteristics of
access to education from primary to secondary school education, to all students with ID, to collaborate with school staff, the departments of
children. Recently, the government of Ghana introduced free senior Diagnostic Services and parents, and to take into account the curriculum
secondary school education policy to remove cost barriers and support all and the educational legislation.
children to have access. With effort towards implementing inclusive ed- Keywords: Intellectual disability. Bronfenbrenner’s theory. Reading
ucation limited at primary school level, there is an urgency to investigate skills. TISIPfSENs
the preparedness of secondary schools to admit students with disabilities,
such as those living with visual, hearing and intellectual disabilities. MAKING IT WORK: THE INVISIBLE WORK OF PARENTS OF
Methods: In this qualitative study, we explored the perspectives of 37 CHILDREN WITH INTELLECTUAL AND
participants: school leaders and special educators on teaching students NEURODEVELOPMENTAL IMPAIRMENTS IN THE PURSUIT OF
with disability in secondary schools in Ghana. INCLUSION IN SCHOOL SETTINGS
Results: We found that secondary schools were unprepared to S. Phelan, P. Reeves, D. Eckl, D. McKie & M. Harris
accommodate students with disability due to a lack of teaching and University of Alberta, Canada
learning materials, inaccessible physical environments, and a rigid
curriculum and general academic focus. Introduction: Despite a shift towards inclusion, normative assumptions
Implications: We conclude that children with disability may grow-up and deficit oriented constructions of disability continue to permeate
and remain in a poverty cycle if urgent measures are not put in place to inclusive school settings. Parents of children with intellectual and
create accessible education at all levels. Strategic solutions for Ghana to neurodevelopmental impairments undertake invisible work as they
address these barriers are discussed within this paper. negotiate these assumptions and constructions in pursuit of their child’s
Keywords: Secondary education. Inclusive education. Sustainable inclusion. Drawing on feminist constructions of invisible work, this study
development goals. Ghana aims to illuminate the hidden labor of parents in the pursuit of inclusion
in school settings.
PROFESSIONAL DEVELOPMENT IN FORMATIVE ASSESSMENT Methods: This study extends one piece of a larger collective case
D. Östlund study that explored the experiences of inclusion/exclusion for parents and
Faculty of education, Kristianstad University, Sweden disabled children in inclusive education settings. Semi-structured
interviews were conducted with nine parents and nine disabled children.
Introduction: This study investigates special teachers and An inductive thematic analysis incorporating mind mapping techniques
paraprofessionals development in using formative assessment for students was used.
with moderate to severe intellectual disability (ID). It draws on findings Results: Parents are required to undertake invisible work in three
from four school development project. A recent project (Anderson & dimensions: 1.) Work within the school system (advocating for support,
Östlund, 2017) reported that there is still a lack of knowledge in working attending meetings, planning, sharing strategies and information), 2.)
with formative assessment in the education for students with moderate to Work beyond the school system (hiring supports, purchasing equipment,
severe intellectual disability (ID in Swedish schools. In the present study, networking, advocating to higher authority), and 3.) ‘Working the system’
data from four school development projects on formative assessment for (coding as capital, changing schools, moving to a different community,
students with ID is analysed. volunteering in the classroom, and joining parent council).
Methods: The data material used in this research is based on the four Implications: The invisible work of parents emerges in response
schools documentation (written texts, lesson plans) of their work with to normative assumptions and deficit-oriented constructions of
formative assessment together with semi-structured interviews with disability that permeate inclusive school settings. Findings from this
768
study call for critical reflexivity around current enactments of Introduction: Little is known about why people with intellectual
inclusive education. disabilities (ID) choose to attend higher education or other postsecondary
Keywords: Inclusive Education. Inclusion. Children. Parents options. Benefits of inclusive higher education include: increased self-
determination, learning new skills, and having a socially valued role. The
THE EXCLUSIONARY EFFECTS OF INCLUSION TODAY: aim of this study was to examine the influence of social, academic,
CONSTRUCTIONS OF INTELLECTUAL AND vocational, and family domains when choosing postsecondary options.
DEVELOPMENTAL DISABILITY IN INCLUSIVE EDUCATION Methods: This project used a phenomenological approach. Semi-
SETTINGS structured interviews were conducted with people with ID (N = 5) from
P. Reeves, M. Harris & S. Phelan an inclusive higher education program, disability organisations, or
University of Alberta, Canada Australian Disability Enterprises. Questions focused on domains of an
Introduction: Past research on educating students with physical and individual’s life (social, academic, vocational, and family) and the role
intellectual impairments, has been entrenched in a deficit discourse. these played in decision-making regarding postsecondary options.
Although more recent research has shifted from an emphasis on Results: All participants were personally involved in decision-making;
impairment towards examining environmental and sociocultural factors, however, their involvement was usually only for minor decisions. Parents
powerful, potentially oppressive, underlying assumptions surrounding played an influential role in decision-making for most participants.
disability remain unchallenged. Through application of a critical lens, Participants who attended mainstream schools were more likely to
this study responds to the following questions: how is intellectual and express a desire to attend university. Some participants used vocational
developmental disability constructed in inclusive education settings educational training courses as a transitional pathway.
through the perspectives of children and their parents and what do Implications: Experiences of participants revealed barriers and
these constructions reveal about valuations of disability in inclusive facilitators to attending higher education. An increase in accessible
settings? information about post school options, including university, to secondary
Methods: Informed by critical social theory and critical disability students and parents/caregivers could increase participation in higher
perspectives, this collective case study examined the experiences of 9 education.
parents and 9 school-aged children in inclusive education settings. Keywords: higher education. University. postsecondary options.
Individual, semi structured interviews were conducted with parents and Decision making
children with physical and intellectual impairments. Interviews were
transcribed, and analysed using critical discourse analysis. Medical, TEACHING STAFF PERSPECTIVES ON THE INCLUSION OF
social, affirmative, tragedy, and relational models of disability were used STUDENTS WITH INTELLECTUAL DISABILITY AT
as sensitising concepts to inform data analysis. UNIVERSITY
Results: The following 4 themes were generated: disability as D. Haig, F. Rillotta & A. Lawless
inconvenient, disability as identity, disability as governed, and disability Flinders University, Australia
as deviant.
Implications: Despite intentions of promoting inclusion, current Introduction: Higher education provides an environment for growth in
school-based policies and structures unintentionally perpetuate negative social networks whilst increasing employment opportunities. Inclusive
disability discourses. Findings from this study call for critical reflexivity higher education programs for people with ID facilitate awareness of
on current inclusive education policies and practices to consider the appropriate supports to attend university. Research has explored
exclusionary effects of inclusion today. perspectives of students with ID, peers, family, and program
Keywords: Inclusive Education. Critical Disability Studies. coordinators; however, experiences and attitudes of teaching staff
Inclusion. Discourse Analysis (lecturers/tutors) has received less attention. This study aimed to
investigate attitudes and experiences of university teaching staff towards
ACTIVITY AREA-BASED EDUCATION IN FINLAND inclusion of students with ID at university.
I. Rämä,1 S. Peltomäki,1 E. Kontu1 & R. Pirttimaa2 Methods: A qualitative grounded theory design was used.
1 University of Helsinki, Finland Participants were recruited from an inclusive higher education auditing
2 University of Jyväskylä, Finland program at an Australian university (n = 3) and the wider teaching
population at the same university (n = 2). Semi-structured interviews
Introduction: In this research we examine the education of the students explored: understanding of ID, inclusive teaching practices, and attitudes
with multiple or severe/profound intellectual disabilities. The instruction towards inclusion of students with ID.
for these students is provided within or through the activity areas, which Results: Results will be discussed under the following themes: limited
are motor skills, language and communication skills, social skills, knowledge/understanding of ID; varied interpretation of inclusion; and
activities of daily living, and cognitive skills. This curricular approach is influence of University systems. Findings associated with the inclusive
originated from the 1980s, and it is now a part of subject-based National auditing program will also be presented.
Core Curriculum. The study focus on historical development of Implications: The University has an inclusive philosophy, yet
curricula, IEPs, teaching methods, assessment, and the realization of participants reported limited understanding of inclusive practices.
inclusion. Viewpoints of teaching staff can inform universities about how to
Methods: The data consist of interviews of all Finnish teachers that encourage inclusive teaching practices, enabling students with ID to
use activity area-based curriculum (N ≈ 100), and the data is analysed successfully attend university with appropriate practices and supports.
qualitatively with systemic comparisons. Keywords: higher education. Teaching staff. Attitudes. university
Results: Preliminary findings suggest that teaching methods have
changed only slightly compared to 1980s, but the subject-based teaching
has come along. Teachers also argue that today students need more INCLUSIVE EDUCATIONAL COMMUNITY WORKING FOR
support because of challenging behavior. Regarding inclusion, education FUTURE LIFE: TRAINING TEACHERS ON MANAGING
is still largely as it was about thirty years ago. However, since segregated EXECUTIVE LOAD IN EDUCATIONAL ACTIVITIES AND
special schools are rare, physical integration has increased since the PREVENTING NON-ADAPTIVE BEHAVIOURS
1990s. T. M. Sgaramella1 & M. Bortoluzzi2
Implications: We suggest that the research should focus on factors 1 Department of Philosophy, Sociology, Education and Applied Psychology,
linked to learning environments that are suitable for all students (without University of Padova, Italy
exception) to reach a genuine inclusion, not only a physical one. 2 FISPPA Department, UNiversity of Padova, Italy
Keywords: activity area-based education. Curriculum. special Introduction: Teachers are recognised as professionals who can make
education. Inclusion the difference in the life of their students. By actively working in changing
the context and adopting a preventive perspective they can sustain
EXPLORING WHY PEOPLE WITH INTELLECTUAL DISABILITY inclusive education.
CHOOSE TO GO TO UNIVERSITY Recent studies show that executive load is often a barrier to learning
H. Davies, F. Rillotta & A. Lawless and participation; a determinant and an antecedent of non-adaptive and
Flinders University, Australia challenging behaviours and a barrier to more complex learning goals.
769
Methods: Sixteen teachers participated in a short training course Implications: The data of this research have highlighted the
aimed at increasing knowledge on executive load and strategies to possibility of transforming general classrooms into inclusive
manage it in school activities. environments through the exploitation of digital-technological resources.
Participants were trained on using a qualitative tool useful to highlight Keywords: Inclusion. Virtual Reality. Kindergarten. Action-research
executive load and identifying effective choices and strategies.
Results: Results confirm the possibility of effectively training teachers CHARACTERISTICS AND PROFESSIONAL COMPETENCIES OF
on executive functional analysis and strategies. Changes were also TEACHERS OF SPECIAL EDUCATIONAL NEEDS: FROM A
detected in teachers’ self-efficacy beliefs on the possibility to become SEVERE DISABILITIES PERSPECTIVE
effective agents of change. M. Skura
Implications: The study supports the relevance of actions involving the University of Warsaw, Poland
significant persons in the context, that is teachers in the educational Introduction: A teacher has the accumulation of knowledge, skills and
context, not only to guarantee access and active participation to ID insight, and provides support which plays a critical role in student
students but also to increase their learning capabilities through inclusive learning and achievement. This study aims to identify the characteristics
education, enlarge educational goals and maximize their future of those who teach and care for students with special educational needs
opportunities. (SEN) in different types of schools in Poland.
Keywords: teachers training. Executive load. Prevention strategies. Methods: The research participants comprised of teachers working
Participation with SEN students: 55 supporting teachers, 51 regular school teachers
and 52 special school teachers of students with ID and autism. The data
DEVELOPING ALTERNATIVE TRANSITION PATHWAYS TO were collected using questionnaires, the Two-dimensional Emotional
POSTSCHOOL EDUCATION FOR YOUNG PEOPLE WHO HAVE Intelligence Inventory (DINEMO) and the Social Competence
AN INTELLECTUAL DISABILITY Questionnaire.
M. Shevlin & M.-A. O’Donovan Results: Regular school teachers find it particularly difficult to teach
Trinity College Dublin, Ireland pupils with SEN. They feel incompetent in working with this group and
would prefer not to teach such students. Supporting teachers have closer
Introduction: Access and progression to post-secondary education for
interpersonal contact and greater empathy, which, in their opinion, allows
students with intellectual disability is a relatively new phenomenon but
them to better integrate students with less severe disabilities in the
one of increased interest, both from a rights perspective with regard to fair
classroom. Special school teachers are better than the other groups in
and equitable opportunities for development and life choice for people
situations requiring assertiveness, such as towards parents. However, this
with ID comparable to peers without ID; and also from a personal and
group of teachers finds it most difficult to be open to and understand the
familial perspective. Traditional pathways established for this cohort
situation of students from national and ethnic minorities.
involved the provision of day services. This segregated provision is
Implications: Teachers’ characteristics were found to be strongly
increasingly challenged and alternative transition pathways to adult life
influenced by the nature and severity of disabilities of students with SEN
are being explored. The vision for the future for adult children and their
and less by teacher-related variables.
parents is changing with expectations heightened and a desire to
Keywords: teachers of SEN. special educational needs.
experience university life.
Competencies of teachers. Pupils with SEN
Methods: A case study approach, based on a review of ten higher
education providers in Ireland was undertaken to examine the scope and WHY (TOM) IS IMPORTANT: COGNITIVE CONSEQUENCES OF
nature of alternative transition pathways. THEORY OF MIND DEVELOPMENT AMONG CHILDREN WITH
Results: Alternative transition pathways have been created that offer a ID
higher education experience for young people who have an intellectual J. Smogorzewska & G. Szumski
disability. However, these transition pathways are far from an established Department of Education University of Warsaw, Poland
feature of postschool provision due to funding constraints and the lack of
a support infrastructure. Introduction: In a few studies it has been shown that theory of mind
Implications: Developing sustainable alternative transition pathways (ToM) impacts academic achievement (Lecce et al., 2011, 2014) and
will involve policy changes that recognise and support young people who sensitivity to criticism (Mizokawa, 2014) among children without
have an intellectual disability in their quest for an adult life comparable to disability. In our analysis we checked whether such relationship exists
their non-disabled peers. among children with intellectual disability (ID).
Keywords: education pathways. Future plans. Higher education. Methods: Since 2015 we have conducted a longitudinal study, with
Transition 10 months breaks, in which we observe the development of ToM and its
consequences among children with ID. In the current study we tested
whether ToM impacts school achievement and sensitivity to criticism. In
CREATING INCLUSIVE CLASSROOMS THROUGH VIRTUAL the study 101 children aged M = 8.1 (SD = 0.99) with IQ M = 63.23
REALITY: AN ACTION RESEARCH IN GREECE (SD = 5.34) took part. At the first wave we measured ToM with ToM scale
V. Siamanta1 & C. Kapatsoulia2 (Peterson et al., 2012). After 30 months we measured school achievement,
1 National and Kapodistrian University of Athens, Greece and sensitivity to criticism – motivation to learn after criticism (Mizokawa,
2 National and Kapoditrian University of Athens, Greece 2014). We prepared a statistical model in mPlus, which has a good fit.
Introduction: Inclusive education is one of the greatest challenges of Results: The result has shown that ToM has consequences for school
educational systems (Unesco, 2007). So, through this action research, an achievement and for sensitivity to criticism – the better the ToM
attempt is made to clarify the term inclusion for its implementation in development the better the achievement and motivation to learn.
Greece, combined with the use of new technologies. Implications: The result has shown that ToM is important not only
Methods: This survey was conducted in a kindergarten in a rural area for social, but also for cognitive development among children with ID,
in Greece, attended by 21 pupils (4 of whom have disabilities) and 2 thus it is worth developing it among them.
teachers (a general and a special teacher). This action research investi- Keywords: theory of mind. Education. academic achievement.
gates how the change in the status quo of the organization and dominant Sensitivity to criticism
structure of the school, as mentioned in the fourth principle of inclusive
PARENT VOICE: WHAT MATTERS IN THE EDUCATION OF
education (Slee, 2004), can affect the development of socio-emotional
STUDENTS WITH INTELLECTUAL DISABIITIES
skills of the students. Participatory observation, teacher diaries and semi-
structured interviews with students were used to triangulate the data. The J. Specht1 & S. Bennett2
action concerned the creation of a multi-sensory area within the class- 1 Western University, Canada
room. This area consisted of sensory and technological material (QR 2 Brock University, Canada
codes-virtual reality), based on the children’s motivation and combined Introduction: The literature reports that students with disabilities in
with emotional activities. inclusive settings achieve better in school, are more likely to continue to
Results: Through the content analysis of the data, students developed post secondary settings, have employment opportunities, and have more
socio-emotional skills using technology in their everyday activities, while social connections. Despite these findings, in Ontario, Canada, approxi-
aggressive attitudes within the class were limited. mately 42,000 students with disabilities spend some or all of their day in
770
segregated settings. Using parent voice, the data presented will shed light Results: Photographs by bereaved adults with learning difficulties
onto the school experiences of children with intellectual disabilities within included: people; daily-activities; and objects. Remaining data highlighted
the landscape of inclusive education. five themes: Multiple losses; communications related to loss; support/
Methods: Two hundred and eighty parents responded to an online barriers to support; impact of bereavement; and continuing bonds.
survey to assess a broad understanding of academic and social issues that Implications: The experiences of loss among adults with learning
related to their child’s experiences in schooling. This survey was followed difficulties mirrored with experiences of people without learning
up by interviews of 35 randomly selected parents. difficulties but illustrate differences in the support, communications etc.
Results: Descriptive statistics and qualitative analyses revealed 5 main Photovoice with clear-information engaged participants and provided
themes: 1) Academic and social barriers, 2) Exclusion; 3) Conflict; 4) evidence that bereaved adults with learning difficulties are able to share
Planning and Communication; and 5) Leadership. their viewpoints on sensitive topics.
Implications: This presentation will provide evidence that will help Keywords: qualitative research. Loss and bereavement. Photovoice.
us contextualise the realities faced by students with intellectual disabilities Clear communication
and their family members. Findings suggest that education will only be
equitable when we accept that: 1) attitudes and beliefs matter; 2) access PROGRESS MONITORING SYSTEM FOR STUDENTS WITH
matters; 3) relationships matter; 4) leadership matters; and 5) belonging SIGNIFICANT COGNITIVE DISABILITIES - MANGO
matters.
R. Ticha1 & B. Abery2
Keywords: Inclusive Education. Parent. Social participation.
1 Global Resource Center on Inclusive Education, University of Minnesota,
Academic Participation
The United States of America
ATTITUDES TOWARD PEOPLE WITH DISABILITIES, MORAL 2 University of Minnesota, Institute on Community Integration, The United
IDENTITY AND INCLUSIVE EDUCATION – ANALYSIS ON States of America
TWO LEVELS Introduction: The purpose of this presentation is to discuss the
G. Szumski,1 J. Smogorzewska1 & P. Grygiel2 development and evaluation of Monitoring Assessments for determining
1 Department of Education University of Warsaw, Poland Necessary General Outcomes – MANGO, designed for teachers and
2 Faculty of Philosophy Jagiellonian University, Poland their students with significant cognitive disabilities (SCD) for monitoring
academic progress. The presentation will focus on the advantages of
Introduction: Determinants of attitudes toward students with
using general outcome measures of pre-academic and academic skills
disabilities are ambiguous, personal characteristics and contextual
with students with SCD in the US and Russian Federation.
variables, e.g., peers on attitudes are understudied. In our study we
Methods: The general outcomes measures (GOMs) were developed
analysed on 2-levels a relationship between moral identity (MI) of
in the area pre-reading and literacy skills first in the US and subsequently
students without disabilities and classroom (traditional, TC, inclusive,
in Russia. Measures were adapted for touch-screen tablets and require
IC, with and without students with ID) and attitudes toward students
pointing responses only. They were piloted with 35 students in each
with disabilities.
country to collect data on their usability, feasibility, and reliability.
Methods: In the study 1479 13-year-olds from 108 classes
Results: Most students responded to measures related to instruction
participated. Multidimensional Attitudes Scale Toward Person with
they received. More basic measures (e.g. picture-sound correspondence)
Disabilities (Findler et al., 2007) and Commitment to Ethical Goodness
produced more reliable results compared to measures of more complex
Scale (Narvaez et al., 2008) were used and analysed in multilevel model
literacy skills (e.g. simple sentence maze). Teachers appreciated the ease
with random slopes and cross-level interaction.
of measure scoring and graphic representation of student data.
Results
Implications: Students with SCD both in the US and Russia are able
to respond to a variety measures of pre-reading and literacy skills.
• Students with higher level of MI have better attitudes toward stu- MANGO is a tool that provides teachers with a means to monitor student
dents with disabilities. progress toward their literacy goals.
• Learning in IC with students with ID predicts better attitudes toward Keywords: formative assessment. Significant cognitive disability.
people with disabilities, but only on cognitive dimension (no effect in Literacy. progress
IC without students with ID).
• In classrooms with lower mean level of MI, individual MI predicts POST GRADUATE EDUCATION IN EARLY INTERVENTION
stronger attitudes toward people with disabilities. FOR CHILDREN WITH NEURODEVELOPMENTAL
• The level of MI stronger differentiate attitudes toward people with DISABILITIES AND THEIR FAMILIES: AN EXPLORATION OF
disabilities in TC than in IC with students with ID INNOVATIVE APPROACHES TO LEARNING
C. Carroll1 & M. Twomey2
Implications: Both MI and learning in IC with students with ID 1 National University of Ireland Galway, Ireland
positively influence attitudes toward people with disabilities, but MI 2 Trinity College Dublin, Ireland
importance is wider. Therefore, we need to care both about students’ Introduction: There is a need to use innovative approaches to post
moral development, and their contacts with students with ID at school. graduate education in order to move from traditional teaching models to
Keywords: attitudes toward. Moral identity. Inclusive education twenty first century pedagogical innovation. The authors adopted a
transdisciplinary approach to an innovative Summer School for a module
BEREAVEMENT AND LOSS SUPPORT FOR ADULTS WITH
in fulfilment of a Master’s Degree in Education in Early Intervention
LEARNING DIFFICULTIES: AN EXPLORATORY STUDY USING
(EI). The instruction team included representatives from health,
PHOTOVOICE
education and family. On the fourth day simulation was used.
G. Tajuria Methods: The qualitative design included 11 semi-structured
Midlands Partnership NHS Foundation Trust, United Kingdom interviews with students who participated in the summer school/module.
Introduction: Loss and bereavement are devastating life experiences for Thematic analysis was used.
all, including adults with learning difficulties. However, there is a lack of Results: Participants’ perceptions and understandings of their role
empirical evidence about what helps bereaved adults with learning shifted from a deficit orientation towards a strengths based and
difficulties to cope with grief. This qualitative research involved bereaved empowerment stance. They increasingly re-evaluated their perceptions of
adults with learning difficulties to explore the experiences of loss and disability moving towards a social model and their role as a facilitator of
support available in the local area (Staffordshire, UK). family centeredness in EI.
Methods: 10 adults with learning difficulties participated in a Implications: Collaboration of professionals from different
photovoice workshop for ethical and technical training to use a camera disciplines in supporting students to learn in an integrated way, has the
and engage in research; followed by 10 semi-structured interviews to potential to support them in their EI practice. Implications for pedagogy
identify the support and coping strategies after loss. Additional and practice indicate that professionals engaging and learning together in
participants and methods: focus groups with 8 advocates; 6 professional an integrated way has the potential to support transdisciplinary family
carers; and interviews with 3 family carers. Photographs and other data centred practice and to enhance the inclusion of children with disabilities
were analysed using Thematic Analysis. and their families in a variety of settings.
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Keywords: Postgraduate Education. Participation. Innovative POSITIVE PSYCHOLOGY AND SELF-DETERMINATION IN

Teaching. Transdisciplinary DISABILITY: THEORETICAL APPROACHES AND
EXPLORATIONS
PROJECT INCLUSIVE EDUCATION: PEOPLE WITH
INTELLECTUAL DISABILITIES WORK AS UNIVERSITY M. Wehmeyer
LECTURES University of Kansas, The United States of America
Fabian Van Essen Introduction: This session will examine positive psychology and issues
IUBH University of Applied Sciences, Germany pertaining to self-determination and youth with autism. The session will
present information from research on self-determination in a disability
Introduction: Most of the people with intellectual disabilities in context (Causal Agency Theory) and Self-Determination Theory (a
Germany learn, work and live in special institutions. This leads to social motivation theory) and the development of self-determination across the
segregation and strong limitations for living a self-determined life. The lifespan. Results from a study of youth with autism exploring
projects Inclusive Education tackles this in a disruptive way: Worldwide relationships among self-determination and motivational constructs will
unique, people with intellectual disabilities are qualified in a full-time be presented.
qualification over three years to be lecturers at universities. After the Methods: Data from a study with 55 adolescents with autism who
qualification, the then so called educational specialists change from completed measures of motivation and engagement and self-
working in sheltered workshops to fully paid jobs on the regular labour determination will be presented. Analyses were conducted to determine
market. effect sizes and the relationship (through stepwise forward regression
Methods: The qualification consists of four modules on background analysis) of these measures on engagement and motivation.
information about the education system, participation, inclusion and Results: Results showed that students with autism could complete the
methods, tools and techniques of educational work. In two practical measures of motivation reliably. Second, findings suggested a pattern of
modules the participants gain experiences in teaching in different needs satisfaction and engagement that suggested that students with
universities. The first study on the project explored whether the attitudes autism experienced more motivational needs frustration than do non-
towards inclusive education of teacher training students have changed disabled students. Third, data confirmed the utility of examining
after participating in a seminar run by lecturers with intellectual motivational constructs in efforts to promote the self-determination of
disabilities (Mau, Diehl & Groß 2017). Data was collected with the youth with disabilities.
German version of “My Thinking about Inclusion’ (MTAI-D), a 19 item Implications: Promoting the self-determination of youth with IDD
Likert scale on the three domains Core Perspectives, Expected has been shown to improve school and postschool outcomes. These
Outcomes, and Classroom Practices. findings provide evidence for relationships among positive psychological
Results: 31 people with intellectual disability currently participate in constructs and self-determination and assist in conceptualizing the
four different regions of Germany at full-time qualifications. 5 people development of self-determination.
with intellectual disabilities finished their qualification successfully and Keywords: self-determination. Motivation. engagement. Autism
work fully paid as educational specialists in universities.The majority of
the students questioned in the first study reported that their attitudes TRANSITION FROM PRESCHOOL TO SCHOOL FOR CHILDREN
towards inclusive education have changed. WITH INTELLECTUAL DISABILITY: PARENTS’ AND
Implications: The project seems to benefit the people with TEACHERS’ PERCEPTIONS OF LEARNING
intellectual disabilities (jobs on the first labour market, personal J. Wilder
development), the students (expertise and competence in the context of Department of Special Education, Stockholm University, Sweden
inclusion, disability awareness) and the universities (organizational
development towards inclusion). Introduction: Children with ID often need individual adaptations in
Keywords: inclusion, university, education, employment, innovation pedagogical settings concerning both learning, e. g. communication aids
and adapted material, and care, e.g. extra support in everyday activities
USING PRECISION TEACHING TO IMPROVE BASIC and medical supervision. Knowledge is needed about how to build on
MATHEMATICAL SKILLS OF STUDENTS WITH DISABILITIES these children’s learning in transition from preschool to school.
A. Vostanis,1 M. Chiesa,1 C. Padden,1 P. Langdon1 & K. Rizos2 Methods: The transitions of eight children with ID were followed
1 Tizard Centre, University of Kent, United Kingdom during one year as a multiple case study. Parents and teachers of each
2 Forest Bridge School, United Kingdom child were interviewed at three time points during the year. The analysis
of the 47 interviews was inspired by interpretative phenomenological
Introduction: Ramey et al., (2016) underlined the need for more analysis (IPA).
evidence of Precision Teaching’s (PT) effectiveness when applied to Results: The master themes ‘Organising for Child Well-being’,
students with intellectual and developmental disabilities (IDD). ‘Adapting Strategies for Learning’, and ‘Processing Time’ constituted
Methods: Sixteen students (female, N = 3), aged seven to twelve, how parents and teachers perceived and responded to the children’s
diagnosed with IDD were included in the study. The students were learning. The teachers had different perceptions of the children’s learning
assessed with the VABS-II teacher version, GARS-2 & TEMA-3. Four and also of the goals of the educational setting.
students homogeneously grouped in pairs received daily PT practice Implications: Collaboration between parents and teachers is
while the rest acted as control participants. Six mathematical skills were imperative for a continuity in learning and for creating positive learning
targeted. A-B designs were utilised for the five prerequisite skills and a situations for children with ID. By specifically focusing on the dynamics
multiple baseline across participants design was used for the primary skill of a child’s learning in contexts over time, knowledge is gained about
of concern (i.e., addition). what builds up a child’s learning journey.
Results: The results were analysed through the use of the Standard Keywords: transition. Preschool. learning. Collaboration
Celeration Chart, PT-metrics and bootstrapping methods. All four
participants improved on all five prerequisite skills. As for the skill of Poster Presentations
addition, the participants’ improvement was both statistically and socially
significant as the students met or exceeded the performance of the most
fluent control participants. THE EXPERIENCE OF ONLINE LEARNING FOR STUDENTS
Implications: This experiment demonstrated that students with IDD WITH AUTISM
could benefit from the application of PT. It also showed that students D. Adams,1 K. Simpson,1 C. Campbell2 & L. Davies3
with IDD could perform both accurately and quickly when the 1 Autism Centre of Excellence, Griffith University, Australia
instruction is appropriate. Finally, it demonstrated that students with 2 Griffith Institute of Educational Research, Griffith University, Australia
IDD could achieve steep weekly learning rates. 3 Griffith University, Australia
Keywords: Precision Teaching. Intellectual developmental Introduction: An increasing number of students with autism are
disabilities. Standard celeration chart. Fluency enrolling in Universities. Whilst at University, they are at heightened risk
772
of academic or personal failure, and decreased graduation and Results: Teachers have positive and negative experiences regarding
employment rates, with factors influencing this including social and inclusion. Teachers’ negative experiences include challenges with
sensory difficulties. Given this, it would be reasonable to assume that support services for children with problem behaviours and parents of
students with autism would be attracted to, and excel in, online courses, children with IDD. Teacher’s main positive experience is the satisfaction
but little is known about the experience, preferences and barriers to felt when children with IDD show progress in inclusion. Teachers shared
online learning for students with autism. their perspectives of strategies that might facilitate the inclusion of
Methods: Students (n = 21) with autism studying a University level children with IDD in Ghana in the future.
qualification online completed a questionnaire asking about their Implications: Identifying and addressing factors accounting for
experience of online learning. Follow-up interviews were also conducted teacher negative experiences while supporting and promoting positive
with six adults. experiences may help identify specific and appropriate strategies that are
Results: Only a quarter of participants had disclosed their autism tailored to the unique characteristics of children with IDD. This may
diagnosis to the University, with the main reasons for non-disclosure facilitate inclusive environments and create more conducive spaces for
being that they did not how to do so in the online environment, or they the accommodation of diversity and improvement outcomes for children
were not sure how it would help. More than half of students had with IDD in Ghana and across the globe.
withdrawn from online subjects during their studies, The main reasons Keywords: Intellectual and Developmental. Disability. Special
for studying online were the flexibility of time and pace rather than Education. Inclusion
reduced social interaction or learning more effectively with computers.
Implications: Further work is needed to ensure online learning at INCLUSION IN COMMUNITY EDUCATIONAL EVENTS
University-level is supportive of those on the autism spectrum. UTILIZING UNIVERSAL DESIGN FOR LEARNING (UDL)
Keywords: autism. University. online. Study R. Brightwell, Z. Stoneman & H. Jinnah
University of Georgia, The United States of America
BALANCING COMMONALITY AND DIFFERENTIATION IN
Introduction: Universal Design for Learning is an educational
TEACHING VISUALLY IMPAIRED (VI) STUDENTS
framework based on research in the learning sciences, including cognitive
1 2
A. Alabdan & D. J. Ware neuroscience, that guides the development of flexible learning
1 School of Education, Bangor University, United Kingdom environments that can accommodate individual learning differences.
2 Bangor University, United Kingdom While UDL is often used in classroom settings it is often overlooked in
Introduction: Visually impaired (VI) students require the same skills as inclusive community educational events. By using UDL principles
their sighted peers to prepare them for work and life, as well as support for individuals a wide variety of disabilities can participate more fully. A
access to the general curriculum and an additional skills curriculum. The recent pilot study will be shared that may have implications to the DD/
Expanded Core Curriculum (ECC) is tailored to provide knowledge and IDD population.
skills VI students need, allowing them equal opportunities in and beyond Methods: A recent pilot study was concluded for military veterans
school (Hatlen, 1996). with disabilities (brain injury, PTSD, physical and other disabilities). A
How is the Expanded Core Curriculum (ECC) in the Field of Visual few of the veterans acquired their disability prior to age 22. Thirty-two
Impairment Education (VIE) Conceptualised and Implemented in the veterans attended educational workshops on agricultural topics. The
Saudi Arabian Educational System, and How Does this Implementation workshop was designed based on specific UDL principles. Pre/post
Relate to the Teachers’ Professional Backgrounds and Training? surveys were completed to measure effectiveness of methods used.
Methods: A sequential mixed methods research design was employed Results: The participants indicated that the use of UDL principles
includes classroom observations, a demographic data survey and highly contributed to a positive learning experience. They consistently
structured teacher interviews collected from schools catering to VI gave high ranks to various UDL measures implemented in the training.
students in Riyadh. Detailed examples measurements will be shared.
Results: Data were coded and thematically analysed, with Norwich Implications: The pilot study indicated the use of UDL in
and Lewis’s (2005) ideas on commonality and differentiation of community educational training had a positive impact on information
pedagogic positions constituting the analysis framework. understanding and retention. It may have further application implications
Recent findings suggest that: for DD/ID audiences.
Keywords: Universal Design. Veterans. Community education.
UDL
• Range of approaches observed.
• More experienced teachers with VI students have a greater under- COUNT ME IN: A JOURNEY OF AN INCLUSIVE EDUCATIONAL
standing of the ECC. ADVOCATE.
• It was also found that, ECC were either assimilated or separated
S. Butler
from the core curriculum, with uneven implementation influenced
CDS Inclusive Research Network, Centre For Disability Studies, Australia
by several factors, time, space, resources, support, motivation and
level of internal and external collaboration. Introduction: Article 24 of the UNCRPD says that people with
disabilities have the right to education and the right to realise this without
discrimination on the basis of equal opportunity. My presentation is
Implications: The results will contribute to the improvement and about my own personal journey within the education system as well as the
extension of future SEN skills programmes in KSA. outcomes of an inclusive research study that I was involved in as a co-
Keywords: Visual-Impairment. Additional skills programmes. researcher.
Expanded Core Curriculum. Access Methods: The Centre for Disability Studies (CDS) Inclusive
Research Network interviewed twenty four people with intellectual
THE EXPERIENCES OF TEACHERS OF CHILDREN WITH
disability about their experiences of advocating for their right to full
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IDD)
participation in education. The study was approved by the University of
IN INCLUSIVE SCHOOLS IN ACCRA, GHANA
Sydney’s Human Research Ethics Committee.
C. A. Okyere, H. M. Aldersey & R. Lysaght Results: The results of our study broke down into two major
Queen’s University, Canada themes. The first being that people learn in different ways, including
Introduction: Inclusive education is the best form of education for all formal and informal learning; and the second being peoples’
children. However, children with intellectual and developmental aspirations and experiences of fighting for an education. As I describe
disabilities (IDD) are often educated in segregated settings or these results I will illustrate them with my own advocacy and success
institutionalized, in developing contexts such as Ghana. An understand- of being and becoming an auditing student at Sydney University
ing of teachers’ experiences with children with IDD in inclusion may in- supported by a programme called uni 2 beyond run by the Centre for
form strategies for more effective inclusive systems for children with IDD. Disability Studies.
Methods: A qualitative descriptive approach was adopted that Implications: There needs to be stronger international advocacy for
involved semi-structured interviews with 15 regular and two special people with an intellectual disability to go to university.
educators in inclusive schools in Accra, Ghana. Keywords: Rights. Inclusive. Education. Participation
773
CHILDREN WITH ASD TRANSITIONING INTO PRIMARY communication, domestic life, interpersonal interactions and relation-
SCHOOL: PARENTS AND TEACHERS’ ACTIVITIES AND ships) were used to classify free description.
PERCEPTIONS Results: The results demonstrated that, when compared to adults in
C. Chatenoud & S. Camard other life stages, young adults in their teens and 20s had a statistically
Université du Québec à Montréal, Canada significant higher incidence of support issues. This is considered to be
related to the period of transitioning to work and work resignations.
Introduction: Although research related to children with Autism
Moreover, people in their 50s had a higher incidence of support issues
Spectrum Disorder (ASD) entering school has described on one hand
related to domestic life and money management than people in other life
parents’ dissatisfaction with school systems and on the other teachers’
stages. This was indicative of transitional changes from living with family
struggles to support with those children, links between both perspectives
to living alone and group home living.
on the same child have been less examined. The objective here is to
Implications: It is evident that future research needs to explore
present the mutual experience of parents (perceptions of support,
support issues by life stage to shed light on specific support approaches.
partnership, empowerment and family quality of life) and teachers (sense
Keywords: intellectual disabilities. Life stage. Support issues. ICF
of self-efficacy; efforts to support children and families) as children with
ASD transition from kindergarten to first grade. ALTERNATIVE FORMS OF SCHOOLING (HOMESCHOOLING,
Methods: A multiple case study approach was used to explore the FLEXISCHOOLING AND VIRTUAL SCHOOLING) TO MEET
transition of 8 students with ASD in the Montreal area. Using IPods in a THE NEEDS OF YOUTH WITH INTELLECTUAL AND
photovoice approach, 50 interviews were conducted to describe changes DEVELOPMENTAL DISABILITIES
over time (9 months) in special and mainstream classes.
H. Jinnah & Z. Stoneman
Results: Results illustrate similarities across cases; such as, a very high
University of Georgia, The United States of America
level of parents’ involvement and a common teacher’s willingness to
support the child and his family. Differences were found such as parent Introduction: Alternative forms of schooling including homeschooling,
advocating more for their child rights in a mainstream context, and flexischooling (instruction at home and school) and online public schools
special education teachers struggling more with academic learning. (virtual schools) are increasingly becoming schools of choice for youth
Implications: Implications regarding the principle of inclusive with intellectual and developmental disabilities, especially low incidence
education will be discussed based on paired data from parents and disabilities and those on the spectrum. The flexibility to pursue
teachers. individualized education based on the youth’s unique needs and pace, in
Keywords: autism spectrum disorders. Transition process. Parents a bullying-free environment facilitates the wellbeing and outcomes for
and teachers. Family quality of life youth with disabilities. Schools can be supportive of alternative options so
families can use school resources through Individualized Education
“QUALITEACH”: A TRANSDISCIPLINARY MODEL Program (IEP), which they so much need.
PROMOTING INCLUSIVE TEACHER QUALIFICATION Methods: Results presented from a mixed-method study including
H. Goll surveys and phone interviews with mothers with at least one youth with
University of Erfurt, Germany disabilities, who uses alternative form of schooling.
Results: Results focus on demographic characteristics including
Introduction: The University of Erfurt/Germany developed
disabilities, rural/urban status; motivation for pursuing the specific form
“QualiTeach” to enhance the quality of its teacher qualification pro-
of schooling; routines and curricula followed (level of structure);
grams. The presentation gives an overview of the main characteristics of
professional and social supports used including homeschooling groups,
QualiTeach and focuses on the “Competence Center for Inclusion”
and supports from local school district; benefits and challenges
(CCI) as a major element.
experienced by families; overall perception of outcomes for youth;
Methods: The CCI is a team of special educators with expertise in
additional supports needed.
different areas of educational practice. They are tasked with creating a
Implications: Results should inform researchers and policymakers to
collaborative teaching experience for educational modules. The core
be able to provide adequate supports to parents who believe alternative
concept of the CCI consists of two elements: team planning and team
form of school is best to meet their child’s learning and other needs.
teaching. Thus, tandems between members of special and regular
Keywords: Homeschooling. alternative schooling options. Online
education are formed both on staff and on student level. Members of the
virtual schools. Flexi schooling
CCI and lecturers of regular education collaborate in teaching courses in
regular education programs, whereas student level tandems conduct their
THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING IN
teaching practice in inclusive schools. Lessons are recorded using 360-
ELEMENTARY SOCIAL STUDIES CLASSES ON INTEREST OF
degree video technology and are subsequently analysed and evaluated by
LEARNING SOCIAL STUDIES, ACCEPTANCE OF STUDENTS
both student and staff level tandem groups.
WITH DISABILITIES, AND SOCIAL STATUS OF STUDENTS IN
Results: Team planning and team teaching integrate special
INCLUSIVE CLASSROOMS
educational attitude, knowledge and competence in courses for regular
school teachers. J. Lee & S.-H. Lee
Implications: “QualiTeach” could be a first step toward qualifying Ewha Womans University, The Republic Of Korea
prospective teachers for practicing inclusive education. Introduction: Universal design for learning (UDL) is an effective
Keywords: inclusion. Teacher. Germany. video framework to address students’ diversity in classrooms. However, few
studies have applied the UDL in inclusive classrooms in Korea. The
A STUDY OF SUPPORT ISSUES ACCORDING TO LIFE STAGE purpose of this study is to investigate the effects of UDL to social studies
IN ADULTS WITH INTELLECTUAL DISABILITIES:THROUGH education for elementary students.
SURVEYS ON CONTENTS OF CONSULTATION WITH THE Methods: A total of 148 students participated in this study, including
CONSULTATION AND SUPPORT CENTER 6 students with intellectual and developmental disabilities (IDD) and 7
F. Imaeda1 & A. Kanno2 students with low achievement. The students were placed in
1 Osaka Kyoiku University, Japan experimental group and control group respectively. The pre-test and
2 Tokyo Gakugei University, Japan post-test were carried out and analysed using independent samples t-test
Introduction: This study aims to identify support issues related to adults and a sociometrics program.
with intellectual disabilities through an investigation of services that Results: The results of this study showed that UDL has positive
consultation facilities provide. effects on interest in learning social studies, acceptance of students with
Methods: The study conducted a free-form questionnaire survey 425 disabilities, and the social status of students in inclusive classrooms.
services provided for adults with intellectual disabilities at consultation However, students with low achievement gained low scores in all tests. In
facilities across Japan. Nine areas of the International Classification of particular, those who had a low score for learning quotient in the K-
Functioning, Disability and Health classification system’s Activities and LDES (Korean Version of Learning Disability Evaluation Scale) showed
Participation factor (example; learning and applying knowledge, much lower overall scores than those of other low achievers.
774
Implications: This study has implications for future research PERCEPTIONS ABOUT EXPERTISE IN TEACHING STUDENTS
regarding generalization of effectiveness of the UDL to other populations; WITH EXTENSIVE SUPPORT NEEDS
effects of cooperative teaching within the UDL framework; and, the A. Ruppar,1 C. Roberts2 & A. Olson3
necessity of intensive supports for students with low achievements. 1 University of Wisconsin-Madison, The United States of America
Keywords: UDL. inclusive education. Elementary social studies 2 University of Washington, The United States of America
3 Winona State University, The United States of America
INCLUSIVE HIGHER EDUCATION OF STUDENTS WITH
Introduction: The purpose of this study was to understand how
DISABILITY IN INDIA: SOME REFLECTIONS
expertise among teachers of students with significant support needs is
H. Mistry defined by (1) teacher education faculty; (2) school leaders; and (3) expert
The Maharaja Sayajirao University of Baroda, India teachers. We explored the congruencies and diversity among
Introduction: The present study aimed to answer important questions understandings about various forms of teaching practices, and the
regarding higher education of students with disabilities in India, that functions they believed those practices serve. We addressed the question:
emerged from reviews of the literature. Questions included: What is the What do perceptions about forms and functions of expert teaching reveal
status of persons with disabilities in India?; Are the provisions granted about how students with significant support needs and their teachers are
available in higher education institutions?; and What are the problems positioned in schools?
and needs of persons with disabilities in higher education? Methods: Semi-structured interviews focused on participants’ ideal
Methods: The study undertook a cross-sectional survey of Students vision of instruction for students with extensive support needs, and
with Disabilities (SwD) enrolled in the universities of Gujarat. Nine descriptions of qualities and characteristics of teacher expertise for
general universities were selected purposively. All 188 SwD (intellectual students with significant support needs comprised the data. We
and developmental disabilities) enrolled were selected as the sample of completed deductive and inductive analyses across groups, using our
the study and data were collected by administering the information theoretical framework of vision of instruction (Hamerness, 2001) and
schedule and questionnaire. The data were collected personally and form and function of instructional practice.
treated qualitatively and quantitatively. Frequency and percentage were Results: Findings revealed that deficit- and asset-oriented views of
counted for the closed-ended items whereas content analysis was done for students were related to views about the professionalism of teachers.
the open-ended items. Implications: Our findings suggest that deficit narratives about
Results: Besides very low enrollment of the SwD in the universities, students go hand in hand with diminished understanding about special
the study revealed many academic, social, economic and health related education teachers’ work. As scholars resist and re-frame deficit
problems. Lack of proper facilities, supporting services and provisions for narratives about students with extensive support needs, the expertise of
the SwD along with needs of SwD for their higher education, were also teachers should be clearly articulated.
revealed. Keywords: teaching. Teacher expertise. Extensive support needs
Implications: The study has useful educational implications for the
government, higher education authorities, teachers and SwD. STRESS OF TEACHERS WHO TEACH THE PUPILS WITH
Keywords: Higher Education. Students with Disabilities. Provisions SPECIAL NEEDS IN INCLUSIVE EDUCATION
and Facilities. Problems and Needs M. Schmidt & J. Denša
Faculty of Arts, University of Maribor, Slovenia
MENTORING: A TOOL TO FACILITATE THE PROFESSIONAL
EDUCATION AND WORKPLACE INTEGRATION OF Introduction: In regular schools, teachers currently meet a wide range of
CANADIANS WITH INTELLECTUAL AND DEVELOPMENTAL pupils with diverse learning needs, including pupils with special needs
DISABILITIES (SN). Increased responsibility and greater personal involvement can
cause an additional stress for teachers. This study examined the stress of
L. Potvin,1 N. Plourde,1 L. Cardinal1 & V. Cobigo2
teachers who teach pupils with different types of SN in inclusive
1 University of Ottawa, Canada
classrooms.
2 University of Ottawa and the Children’s Hospital of Eastern Ontario
Methods: Participants were 120 teachers from northeast Slovenia
Research Institute, Canada
who teach pupils with SN in regular primary schools. Teachers’ stress was
Introduction: Employment rates for persons with intellectual and assessed by the adapted Inclusive Education Teachers Stress and Copying
developmental disabilities (IDD) remain low demonstrating the need to Questionnaire. Data were processed by SPSS using descriptive and infer-
improve vocational training and support for this population. This project ential statistics.
aimed to evaluate a mentorship-based internship combining students Results: In the area of pupil behaviour (inappropriate social skills,
with IDD enrolled in a vocational training program with students from a communication), teachers of pupils with Autism Spectrum Disorder had
program training IDD support workers. We present how mentorship was significantly greater stress. Greater stress was also found in teachers of
perceived by the students and key support persons. pupils with emotional/behaviour disorders (EBD) for: hyperactivity,
Methods: Our collaborative research project involved stakeholders physically attacks, manipulative behaviour, and unpredictable reactions.
from postsecondary institutions and a community agency offering These teachers also showed greater stress for cooperation with parents.
employment support to persons with IDD. All members contributed to For most items (administrative issues, support, classroom, parents),
the development, implementation and evaluation of the mentorship- significantly more stress was found in teachers with lower, rather than,
based internships. Students with IDD (n = 14) were asked to record their higher degrees of education. Common strategies teachers used to cope
experiences in a journal and key informant interviews (n = 10) were with stress were: draw on past experiences, being optimistic, and seeking
conducted to explore mentorship in this context. professional support.
Results: Mentorship was perceived as a cornerstone of students’ Implications: To reduce stress of teachers in inclusive education, it is
learning experiences. Students with IDD especially valued mentorship in necessary to ensure appropriate education and ongoing training for
which their professional goals and autonomy were respected, and, where teachers, and to offer support in inclusive classrooms.
opportunities for challenge and collaboration within their system existed. Keywords: Stress of teachers. Pupils. Inclusive education
Interestingly, mentorship was not described as a typical dyadic
relationship, but rather as multidirectional and defined by the actors of IT IS IMPORTANT WHAT I THINK ABOUT MYSELF AS A
the system. MOTHER - A ROLE OF MOTHERS’ SELF-EFFICACY IN A
Implications: Results highlight a complex, multidirectional and SCHOOL CHOICE FOR CHILDREN WITH MID
systemic approach to mentorship. Similarly, to other studies in the
J. Smogorzewska & G. Szumski
context of workplace access and equity, persons with IDD desire
Department of Education University of Warsaw, Poland
collaboration, autonomy, and opportunities to achieve goals and
aspirations. Introduction: Enrolment to special and inclusive classrooms for
Keywords: Employment. Mentoring. Collaborative Research. Equity children with disabilities is not random. It is known that parental
characteristics can be important for this process. We assume that, because
775
in inclusive classrooms special support is less intensive than in special teachers in each department thought English education was positive for
classrooms, it is probable that mothers, who feel less competent as their students, and even more positive for those with less severe
parents, sent their children to inclusive classrooms less often in intellectual disabilities.
comparison to special classrooms. Implications: It is vital that we develop learning materials for
Methods: In the study 151 students with mild intellectual disability students with special needs, and establish teacher-training systems and
(MID) from Polish schools (M age = 9,9, SD = 1,09) participated. teaching staff organizations focused on foreign language learning for all
Eighty-six of them learned in inclusive, and 65 – in special classrooms. students.
We assessed self-efficacy of mothers with Parenting Sense of Competence Keywords: second language learning. Intellectual disabilities.
Scale (Gibaud-Wallston & Wandersman, 1978), and children’s Questionnaire of teachers. Inclusive education
achievement. Model, prepared in mPlus, shows a good fit to the data.
Results: A level of mothers’ self-efficacy is predictive for school LEARNING COMPUTER PROGRAMMING IN SPECIAL NEEDS
choice for their children with MID – mothers with higher level of self- SCHOOLS FOR INTELLECTUAL DISABILITIES IN JAPAN: A
efficacy more often choose inclusive schools for their children in QUESTIONNAIRE SURVEY
comparison to mothers with lower level of self-efficacy. Moreover, higher Y. Tamekawa
level of mothers’ self-efficacy is predictive for children’s achievement in Graduate School of Education, Tohoku University, Japan
language. Introduction: A large number of computer programming tools for
Implications: It is important to support parents in choosing most children are being developed. Some schools have started computer
appropriate classroom for their children to help them to develop as programming classes. In Japan, computer-programming classes are pre-
optimally as possible. scribed in the new national curriculum standards, even for special needs
Keywords: maternal self-efficacy. Children with mild intellectual schools for intellectual disabilities.
disability. Inclusive education. School achievement Methods: In 2017, a questionnaire survey was administered to all
special needs schools for students (aged 13–18) with intellectual
TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
disabilities in Japan. One teacher from each school was asked about the
USING INTERDEPENDENT GROUP CONTINGENCY
state of the computer programming classes.
STRATEGIES: A REVIEW OF PRACTICAL STUDIES IN JAPAN
Results: Computer programming classes were held only 4.3% of the
A. Takahashi time. The block programming tools were frequently used in their classes
Niimi University, Japan (e.g. ‘Scratch’). The reasons for skipping the computer programming
Introduction: Interdependent group contingency is a system in which classes were as follows: ‘students have neither abilities nor interest’, ‘lack
the members of the group are rewarded when all members of a group of teaching information resources, hardware, and teaching skills’, and
meet the a priori criteria. Past research has reported this strategy ‘lower priority’.
improved various target behaviours of children with special needs and has Implications: Almost all reasons given for skipping the computer
facilitated prosocial behaviours toward members. The aim of this study programming classes may be solved by simply providing enough
was to review practical studies implemented in Japan in order to elucidate information. Furthermore, we must discuss the pros and cons of teaching
its effectiveness and conditions under which it is effective. computer programming to students with intellectual disabilities.
Methods: The author searched for articles on a database (CiNii) Keywords: Computer Programming. Intellectual Disabilities. Special
using a keyword “group contingencies.” Studies that met inclusion Needs Schools
criteria were included in the analysis. The information (e.g. participants’
age, diagnosis, reward type) was extracted from articles and effect sizes of EXPLICIT TEACHING OF SUBVOCAL REHEARSAL STRATEGY:
each study were calculated. PROGRESS ANALYSIS OF STUDENTS WITH INTELLECTUAL
Results: The analysis revealed that interdependent group DISABILITIES DURING THE COURSE OF INDIVIDUALIZED
contingency has been used for various target behaviours (e.g. academic SCHOOL INTERVENTIONS
performances, daily school skills, engagement). Intervention effects were K. N. Tremblay & N. Gravel
varied from weak to strong. Some studies implied that some variables Université du Québec à Chicoutimi, Canada
(e.g. participants’ diagnoses, IQs, study protocols) may influence the Introduction: Working memory (WM), the ability to maintain and
effectiveness of the intervention. process information simultaneously during the performance of a
Implications: Children with special needs can benefit from cognitive task, plays a key role in achieving many activities of everyday
interdependent group contingency strategies. Future research is needed life. Subvocal rehearsal strategy (SRS) (e. g. repeating the information
corroborate the conclusion. Also, future research should more closely over and over to oneself) increases efficiency of WM, but the use of this
consider if there are potential side effects of the interventions. strategy is lacking in people with ID (Rosenquist et al., 2003).
Keywords: classroom management. Group contingency. ABA. Methods: The goal of this presentation is to report experiment
children with special educational needs results of subvocal rehearsal training strategy with students having ID.
This experiment was designed to improve the efficiency of their WM
FOREIGN LANGUAGE EDUCATION FOR STUDENTS WITH
during individualized school interventions (3 times/week over
INTELLECTUAL DISABILITIES: A DISCUSSION BASED ON
10 weeks). Students (n = 5; 10–15 years old; mild to moderate ID;
QUESTIONNAIRES GIVEN TO TEACHERS IN SPECIAL NEEDS
special education classroom) repeated an increasing number of
SCHOOLS IN JAPAN
familiar words in forward then backward condition, with and without
M. Takano,1 M. Udo1 & H. Takeda2 visual support in progressive steps.
1 Hyogo University of Teacher Education, Japan Results: A descriptive case study showed progress in all students. At
2 Hyogo Prefectural West Kobe Special-needs Educational High School, the beginning, all students demonstrated difficulty in understanding the
Japan concept of reverse order which is required beforehand. They needed
Introduction: Foreign language education has become more and more visual support during the training tasks as well. At the end of
important in the global world. The aim of this study is to clarify the status interventions, all students could repeat between 2 and 3 words in
and teachers’ views of English education for Japanese children with backward condition without visual support.
intellectual disabilities and to discuss how to improve foreign language Implications: Teaching SRS is interesting for this population
education for all students. because of the adaptive value. In fact, this strategy is very important to
Methods: We conducted a questionnaire of teachers in schools for store information and for learning (Büchel & Paour, 2005).
children with special education needs. Keywords: Working memory. Subvocal rehearsal strategy.
Results: 66.7% of the teachers questioned have taught English, and Individualized school interventions. Students with intellectual disabilities
elementary school teachers had less experience teaching English than
teachers of other age groups. They felt students responded to English STORYTELLING ACTIVITY DESIGNED FOR INCLUSIVE
sounds and rhythms well, and showed curiosity about different cultures. FOREIGN LANGUAGE EDUCATION
On the other hand, they were concerned about the resistance of some M. Udo,1 N. Hayashi2 & M. Takano1
students to studying English, differences in abilities among students, and 1 Hyogo University of Teacher Education, Japan
lack of teaching material available for their students. More than half of the 2 Hidaka Primary School, Japan
776
Introduction: There has been a considerable amount of discussion and Results: The findings showed that the studies mostly focused on
dispute on how inclusive education should be practiced in schools in elementary school students and general classroom settings. About the
Japan, with some lingering discrepancy in subjects shared and learned. design of experiments, the most of studies applied multiple baseline
Foreign language teaching is likely to be the last method to be incorpo- design. The analysis of intervener showed four types of criteria used in
rated into the curriculum of inclusive composition of children with and peer selection. Peer training contents included teaching and applying
without intellectual disability. intervention strategies, methods to communicate and feedback to their
Methods: One of the authors had experienced storytelling performed partners. Peer training strategies used modeling, role playing and error
by an English native speaker conflated into improvised musical activity correction feedback, and the printed materials. Peer training was
with children with special education needs, which prompted designing terminated when peers met 80% of the performance expected. Positive
English teaching in inclusive education environment in primary schools. results have been reported in terms of the access to the general education
We have developed an innovative foreign language teaching program, curriculum (participating behaviours, academic achievement), functional
with abundant gestural and phonetic cues to help children comprehend skills, social interaction and skills, and problem behaviours.
the story lines. We investigate the inchoative development of the Implications: Based on the results, practical implications and
interactive phenomena there and consider its significant implication both directions for future research are provided to promote inclusive education
in linguistic development and inclusive education. for students with severe intellectual disabilities by peer mediated
Results: One of the impressive results of the practice was that one of interventions.
the children with special education needs demonstrated adequate Keywords: severe intellectual disabilities. Peer mediated
reaction, which seemed to have considerably influenced the attitudes of interventions. Inclusive education. Special education
the children with normal development towards him.
Implications: Based on the practices performed at a primary school, CURRENT STATE AND ISSUES OF PARALYMPIC EDUCATION
we illustrate how foreign language activities through storytelling is a IN JAPAN: RESEARCH FROM THE PRACTICAL SESSIONS OF
promising way of providing an inclusive learning environment. PARA SPORTS FOR PRIMARY SCHOOL STUDENTS.
Keywords: storytelling. Foreign language education. Inclusive 貴. 渡邉
eduction. Gesture Takahiro Watanabe, Japan
DEVELOPMENT AND EVALUATION OF A MODEL FOR Introduction: As the 2020 Tokyo Olympics approach, trial sessions and
INTERVENTION USING THE METHOD MY TIME AND TIME come-and-try events for disabled sports are being held throughout Japan
ASSITIVE DEVICES FOR CHILDREN WITH COGNITIVE to educate the public about the Paralympics. In this regard, this study
DISABILITIES reveals characteristics of para-sports trial sessions from questionnaire
S. W. Ahlström,1 G. Janeslätt2 & L. Almqvist1 surveys of children and students.
1 School of Health, Care and Social Welfare (HVV), Mälardalen university, Methods: Questionnaires administered to primary school students
Sweden who participated in goalball and boccia trial sessions held in 2017 to 2018
2 Department of Public Health and Caring Sciences, Disability and (N = 324)were analysed with the statistical software SPSS ver. 24.
Habilitation, Uppsala University, Sweden Results: The results showed a significant difference at the 5% level for
the goalball trial sessions in 2017 (practice only) and 2018 (practice and
Introduction: Difficulties with management of time are frequently lecture).
observed in children and youth with cognitive disabilities. Methods for Implications: To do so will require the development of programs and
promoting early development of time-processing ability (TPA), that is, ongoing efforts to allow children to learn expansively based on practical
time perception, need to be developed. experience.
The aim of this study was to create and evaluate a model called Keywords: Paralympic study. Disabled sports. Practical sessions.
Support in Time for intervention that incorporates the method My Time Inclusive society
and time assistive devices, adapted for preschool children.
Methods: Data collection tools included a structured assessment of MCA SWIM INSTRUCTORS’ ATTITUDE TOWARDS TEACHING
TPA using the KaTid, the Time-Self-rating scale of autonomy, the Time- CHILDREN WITH INTELLECTUAL DISABILITIES
Parent scale and the Adaptive Behavior Assessment System (ABAS). V. Lee, M. Mancuso, T. Bennett & E. Lipman
Preschool children (n = 20), 4 children with cognitive disabilities/delays McMaster University, Hamilton, Canada
and 16 typically developed children were given an intervention for
8 weeks with the method”My Time” and time assistive devices. Data Introduction: Although YMCA recreation centres offer segregated
were analysed using Wilcoxon Rank Tests. programs, many parents have opted to enrol their children with
Results: There was a significant increase in TPA as measured with intellectual disabilities (ID) into regular swim programs. Unfortunately,
KaTid and in the Cognition and General Adaptive Behavior measured instructors often have limited training in adapted pedagogy and
with the ABAS. Children with cognitive disabilities/delays started at a experience difficulty in meeting the needs of these students. Research has
lower level of TPA (Mn 11.5) compared to typically developed children indicated that successful inclusive programs depend on swim instructors’
(Mn = 27.6). attitudes and training. Thus, the purpose of this study was to examine the
Implications: The model can be used for preschool children with attitudes of YMCA swim instructors toward teaching children and youth
cognitive disabilities to develop skills in managing time. Further research, with mild ID in an inclusive setting, and their needs to feel more
a randomised-controlled study, could further investigate the intervention prepared. Findings would inform the development of a specialized
effect. training program for instructors.
Keywords: Time Perception. Early Intervention. Child Methods: Data were collected with a modified version of Rizzo’s
Development. Child Developmental Disorders (1984) “Attitudes of Physical Educators Toward Teaching Handicapped
Pupils” for swim instructors. Swim instructors were recruited from a local
A STUDY ON RESEARCH TRENDS OF PEER MEDIATED YMCA swim program in Hamilton, Ontario.
INTERVENTIONS FOR STUDENTS WITH SEVERE Results: Sixty-five per cent of swim instructors (n = 38, male = 15,
INTELLECTUAL DISABILITIES mean age = 19 years) indicated that they were currently teaching a child
J. Yeom & S.-H. Lee with an ID, but only 20% indicated favourable attitudes towards teaching
Ewha Womans University, The Republic Of Korea them in group lessons. Instructors indicated a lack of knowledge,
training, and specialized equipment as barriers.
Introduction: Peers are the most useful natural resource within general Implications: Results will inform a specialized training program for
classes that can support the various educational demands of students with instructors. Training will address gaps in knowledge, managing
severe intellectual disabilities. This study aims to investigate research behaviours, and evidence-based strategies to work with children with ID.
trends regarding peer mediated interventions for the students. Keywords: Recreational Activity, Children, Intellectual Disabilities,
Methods: A total of 17 articles regarding peer mediated interventions Attitudes, Training
published from 1990 to 2019 were analysed in detail using the following
factors: research participants and settings, experimental design, [Correction added on 2 6 6 July 2019 after first online and print
intervener (peer selection criteria, training contents and strategies, publication: Abstract by Lee et al. was previously omitted and has been
training termination criteria), independent, and dependent variables. added in this version]

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Inclusive Education Abstract

Symposia Results: Participants reported that knowledge gained through courses

Oral Presentations DEVELOPING PATHWAYS INTO EDUCATION, TRAINING

Keywords: Postgraduate Education. Participation. Innovative POSITIVE PSYCHOLOGY AND SELF-DETERMINATION IN

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