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Education of Students With High Support Needs: Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs

Published online by Cambridge University Press:  26 February 2016

Susanne E. Chalmers ,
Mark Carter ,
Mark Clayton  and
Julie Hook
Susanne E. Chalmers
Affiliation:
NSW Department of Education and Training
Mark Carter*
Affiliation:
Macquarie University Special Education Centre
Mark Clayton
Affiliation:
Macquarie University Special Education Centre
Julie Hook
Affiliation:
Macquarie University Special Education Centre
*
Address for: Mark Carter, Macquarie University Special Education Centre, Macquarie University, NSW 2109, Australia. Phone: 61 2 98507880. Fax: 61 2 98508254. E-mail: [email protected]
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Abstract

Teachers of students with severe disabilities in three NSW Department of School Education regions were surveyed to obtain their views on a set of 42 statements reflecting possible “best practices” in the education of students with severe disabilities. Teachers were also surveyed regarding their reported extent of implementation of each practice, their training needs and the perceived barriers to implementation. A total of 99 responses were received, 83 of which were appropriately targeted. Results indicated that teachers agreed for the most part with the statements but reported they were not always able to implement fully every practice for reasons such as inadequate staffing, lack of time, insufficient funds and inadequate access to therapy services. Teachers indicated that their greatest needs for inservicing were in the areas of managing challenging behaviour and teaching communication and social skills.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 22 , Issue 2 , 1998 , pp. 76 - 94
Copyright
Copyright © The Australian Association of Special Education 1998

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