Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-27T22:23:42.009Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring the Way Support Teachers (Learning Difficulties) Work in High Schools: The Influence of School Factors

Published online by Cambridge University Press:  26 February 2016

Nicole Todd
Nicole Todd*
Affiliation:
University of Technology, Sydney
*
Address for: Nicole Todd, University of Technology, Kuring-gai Campus, Lindfield NSW 2070. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

High school Support Teachers (Learning Difficulties) (STLDs) have a strategic role in enhancing outcomes for students with learning difficulties. This paper will explore the ways in which STLDs work. Firstly, this paper will discuss the four main ways in which STLDs may work, which combination of these ways is considered as best practice from the research literature and which ways of working are suggested in NSW government policy and support documents. It has been suggested by several research studies that some STLDs in NSW do not work in ways that are consistent with best practice and policy. There may be many reasons for this, however, this paper explores the possibility that particular school factors influence the work of STLDs. Each school factor is described and its possible influence on the way STLDs work is illustrated. This paper concludes with possibilities for modifying school factors where these factors may be negatively affecting the way in which a STLD works. Ultimately, the improved effectiveness of a STLD will impact on the education of students with learning difficulties.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 23 , Issue 2-3 , 1999 , pp. 90 - 100
Copyright
Copyright © The Australian Association of Special Education 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

a Campo, C. (1993). Collaborative school cultures: How principals make a difference. School Organisation, 13, 119–127.CrossRefGoogle Scholar
Bailey, J., & Bailey, R. (1993). Improving the morale of learning support teachers. Australian Journal of Remedial Education, 25(2), 7–10.Google Scholar
Bauwens, J., & Hourcade, J. (1995). Cooperative teaching: Rebuilding the schoolhouse for all students. Austin: PRO-ED.Google Scholar
Beare, H., Caldwell, B., & Millikan, R. (1989). Creating an excellent school. London: Routledge.Google Scholar
Carrington, S. (1993). The new role of the special educator. Special Education Perspectives, 2(2), 83–86.Google Scholar
Cavanagh, R., & Dellar, G. (1997). Towards a model of school culture. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago.Google Scholar
Christensen, C., Elkins, J., Ashman, A., & van Kraayenoord, C. (1996). Classroom support for australian children who experience learning difficulties. Thalmus, 15(2), 23–37.Google Scholar
Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16.Google Scholar
Davis, L., & Kemp, C. (1995). A collaborative consultation service delivery model for support teachers, Special Education Perspectives, 4, 17–28.Google Scholar
Deal, T., (1985). The symbolism of effective schools. The Elementary School Journal, 85, 601–620.CrossRefGoogle Scholar
Fields, B. (1991). A comparison of regular and resource teacher instructional plans for academically handicapped children: An assessment of the efficacy of withdrawal model remedial teaching. Australian Journal of Special Education, 15, 10–19.Google Scholar
Friend, M., & Bauwens, J. (1988). Managing resistance: An essential consulting skill for learning disabilities teachers. Journal of Learning Disabilities, 21, 556–561.CrossRefGoogle ScholarPubMed
Fullan, M., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership, 47, 13–19.Google Scholar
Goldman, C., & O’Shea, C. (1990). A culture for change. Educational Leadership, 47, 41–43.Google Scholar
Graham, L., & Prock, L. (1997). Support teachers and collaborative consultation. Australian Journal of Learning Disabilities 2(2), 6–12.CrossRefGoogle Scholar
Johnson, W., Snyder, K., Anderson, R., & Johnson, A.M. (1993). The school work culture profile: A factorial analysis and strategy. Paper presented at the annual meeting of the American Education Research Association, Georgia. ED 360 336.Google Scholar
Kaplan, L., & Evans, M. (1997). Changing school environment: Restructuring one Virginia high school. NASSP Bulletin, 81, 1–9.CrossRefGoogle Scholar
Lee, C. (1992). What type of support? Australian Journal of Remedial Education, 24(3), 20–23.Google Scholar
Marston, D. (1996). A comparison of inclusion only, pull-out only, and combined service models for students with mild disabilities. The Journal of Special Education, 30, 121–132.CrossRefGoogle Scholar
Neville, M. (1995). School culture and effectiveness in an Asian pluralistic society. International Studies in Educational Administration, 23, 28–37.Google Scholar
New South Wales Department of Education. (1987). The Education of Students with Learning Difficulties From Preschool to Year Twelve - Policy Statement. Sydney: Student Support Services Directorate, New South Wales Department of Education.Google Scholar
New South Wales Department of Education and Training. (1998). Special Education Handbook for Schools. Sydney: New South Wales Department of Education and Training. Student Services Directorate.Google Scholar
New South Wales Department of School Education. (1994). Draft Model of Delivery of Services to Students Experiencing Difficulties in Learning. Sydney: New South Wales Department of School Education.Google Scholar
Perry, B., & Mason, J. (1992). Support teachers and secondary mathematics teaching in New South Wales. Mathematics Education Research Journal 4(2), 23–37.CrossRefGoogle Scholar
Rosman, N. (1994). Effects of varying the special educator’s role within an algebra class on math attitude and achievement. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts. ED 381 993.Google Scholar
Saint-Laurent, L., Dionne, J., Giasson, J., Royer, E., Simard, C., & Peirard, B. (1998). Academic achievement effects of an in-class service model on students with and without disabilities. Exceptional Children, 64, 239–253.CrossRefGoogle Scholar
Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42, 67–74.Google Scholar
Schulte, A., Osborne, S., & McKinney, J. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57, 162–172.Google ScholarPubMed
Schweiker-Marra, K. (1995). Examining the relationship between school culture and teacher change. Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head, South Carolina. ED 412 182.Google Scholar
Self, H., Benning, A., Marston, D., & Magnusson, D. (1991). Cooperative teaching project: A model for students at risk. Exceptional Children, 58, 26–34.CrossRefGoogle Scholar
Smey-Richman, B. (1991). School climate and restructuring for low-achieving students. Philadelphia: Research for Better Schools, Incorporated. ED 340 101.Google Scholar
Snyder, K., Acker-Hocevar, M., & Snyder, K. (1996). Principals speak out on changing school work cultures. Journal of Staff Sevelopment, 17, 14–19.Google Scholar
Spalding, B., & Januszewski, B. (1996). Special educational needs support and consultancy in European schools. European Journal of Special Needs Education 11(3), 256–269.CrossRefGoogle Scholar
Vaughn, S., Schumm, J., & Arguelles, M. (1997). The ABCDEs of co-teaching! Teaching Exceptional Children, Nov/Dec.Google Scholar
Voltz, D., Elliott, R., & Harris, W. (1995). Promising practices in facilitating collaboration between resource room teachers and general education teachers. Learning Disabilities Research and Practice, 10, 129–136.Google Scholar
Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395–407.CrossRefGoogle ScholarPubMed
Welch, M., Richards, G., Okada, T., Richards, J., & Prescott, S. (1995). A consultation and paraprofessional pull-in system of service delivery. Remedial and Special Education, 16, 16–28.CrossRefGoogle Scholar
White, R. (1988). Questionable assumptions underlying secondary school classrooms. Australian Journal of Education, 32, 311–330.CrossRefGoogle Scholar