Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.

The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.

Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.

The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.

This study explored the utility of using keyboarding as an alternative to handwriting for students with ASD who experience handwriting difficulties. Participants included 22 students with ASD (M age = 10.83 ± 1.4 years) who had been using portable word processors in mainstream classrooms for at least 6 months to circumvent handwriting difficulties. Teacher, parent and student questionnaires rated perceptions of students’ motivation, ability, preferences and frequency of use of keyboarding as compared to handwriting, helpfulness of portable word processors and factors contributing to or limiting their use. Keyboarding and handwriting speeds were measured in letters per minute. Two short compositions using handwriting and keyboarding were compared in length and quality. Handwriting legibility was also rated. The teacher, parent and student questionnaires indicated that students’ motivation was generally rated as much higher for keyboarding than for handwriting. Teachers and parents predominantly perceived portable word processors as helpful. The group mean scores for keyboarding speed, and length and quality of keyboarded compositions were greater than comparable group mean scores for handwriting. These differences, however, did not reach statistical significance. Keyboarding, nevertheless, was effective in overcoming difficulties experienced by many students in respect of legibility.

Children with vision impairment (VI) and blindness are largely educated in mainstream schools in Australia. Specialist itinerant support teachers – vision (ISTVs) travel from school to school to facilitate the education of these children. The purposes of this study were to examine the barriers that ISTVs face in this role, and to identify strategies used to address these barriers. Seven ISTVs participated in the study. Focus group interviews were conducted to collect data from participants. Constant comparison, a form of thematic analysis, was used to examine the data. Results indicate that barriers include a lack of understanding among regular school educators of the needs of children with VI, lack of awareness of the role of ISTVs, insufficient resources and time, and inadequate training. Frequent communication and good working relationships with staff help to minimise or negate many of the potential barriers. However, barriers such as lack of time and inadequate training remain unaddressed and require the attention of policymakers at higher levels.

With the increasing number of treatment and intervention options for parents of children with autism spectrum disorders (ASD) in recent years, the number and types of interventions that parents are choosing to use has become of interest. In the present paper, the authors review 41 articles (describing 42 studies) presenting quantitative data on intervention choices of parents of children with ASD. Speech therapy was the most commonly reported intervention for both current and lifetime use. Across the studies, parents were reported to be using a variety of interventions, from those with strong empirical support, such as applied behaviour analysis (ABA), to others that lacked such support, such as dietary interventions. Some differences in the data presented across studies may be attributed to the range of different methodologies used to collect the data. Recommendations for future research, including those related to collecting treatment usage data more consistently, are discussed.

The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With current literature on collaboration between teachers, parents, and AHPs involved in the education of students with ASD predominantly relating to specific skill or knowledge acquisition, there was an insufficient understanding of ‘collaborative processes’ and the factors that benefit or limit effective practice. In the present study, the researchers explored the experiences, processes, and opinions of parents, teachers, and AHPs supporting students with ASD in mainstream Australian primary schools. A total of 129 responses were recorded (41 teachers, 44 parents, and 44 AHPs) through an online survey, and thematic data analysis was used to qualitatively interpret the open-ended questions. The findings highlight the current opportunities and challenges faced by key stakeholders in this important process.

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focused high schools. Eight participants were involved in semistructured, one-on-one interviews. Key stakeholders included executive teachers, classroom teachers, students and their caregivers. The results indicated that there were some differences in the teacher and caregiver perspectives across physical, academic and social areas of transition.

Increasing numbers of young people experience disruption to their schooling owing to chronic illness. Absence from the day-to-day life of their school for prolonged or accumulative periods of time can erode their sense of belonging and create anxiety about falling behind academically. Maintaining positive connections to school can meet their desire for normalcy and realisable educational goals. Part of a project called Link ‘n’ Learn, funded by an Australian Research Council Linkage grant (2008–2010), this in-depth qualitative case study of 22 participants — senior secondary students and their mathematics teachers — investigated academic continuity: students’ access to and utilisation of opportunities to learn effectively so that academic progress is made despite disruption to full-time schooling. The students experienced diverse types of chronic illness, medical interventions, and patterns of absence from school. They all sought to continue their school studies. Their teachers highlighted surprise, concern and discomfort related to students studying during serious illness, and school workload issues. Ambiguities about educational responsibility for students during absence were widespread. Teachers demonstrated hesitance to initiate contact with students, but students nevertheless expressed their desire for teachers to remain involved with them. Implications for the educational support of young people with chronic illness are presented.

A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

Implementation of multi-tiered systems of support is occurring within and across a number of countries with an increased recent focus on the development of local system capacity to maintain high levels of practice implementation fidelity. The purpose of this paper is to describe the importance of local capacity development in the high fidelity and sustained implementation of empirically supported practices within a multi-tiered system of support. After we describe the rationale for, and descriptions of, capacity development and multi-tiered systems of support, we (a) present a framework for the development of implementation capacity, (b) emphasise guiding concepts and principles, and (c) use positive behavioural interventions and supports as an example of a capacity development framework. We conclude with implications and recommendations.

The special education teaching profession has experienced longstanding problems with shortages of qualified teaching staff and with high turnover rates of these staff. A variety of issues are related to these problems, including the nature of the support that early career special education teachers receive. In this case study research, the use of external mentoring support to two early career special education teachers in their first year of teaching was examined. This mentoring support was provided by an experienced special educator who did not work at the teachers' schools. The results suggest that external forms of mentoring support may offer important advantages over traditional, site-based forms of support.

Tics are involuntary movements or sounds. Tourette syndrome is one of a family of tic disorders that affect around 1% of the population but which remains underrecognised in the community. In paediatric special education learning disability classes, the prevalence of individuals with tic disorders is around 20–45% — higher still in special education emotional/behavioural classes. Given the high rates of individuals with tic disorders in special education settings, as well as the unique challenges of working in an educational setting with a person with a tic disorder, it is incumbent upon professionals working in these settings to be cognisant of the possibility of tic disorders in this population. This review seeks to provide an overview of tic disorders and their association with learning and mental health difficulties. The review focuses on an exploration of factors underpinning the association between tic disorders and learning disabilities, including neurocognitive corollaries of tic disorders and the influence of common comorbidities, such as ADHD, as well as upon strategies to support individuals with tic disorders in the classroom.

The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were analysed for key themes. Some schools had a narrow focus on a few key areas, with teaching assistants being the most commonly reported adjustment. Few schools used formal formative monitoring to evaluate the effectiveness of adjustments. Options for improvement schools could consider include examining the breadth of adjustments, establishing clear measurable goals, considering alternative strategies for use of teaching assistants, and ensuring adjustments are monitored.

Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilities acknowledged by significant others. Two, the initial experience of students with vision impairments is such that they have to make major adjustments to adjust to their new learning environment. Three, students with vision impairments state they benefit from receiving support and assistance from their peers. Four, students with vision impairments state they benefit from the assistance of teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.

A large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

A number of explanations have been proposed in recent years to account for the observed preponderance of boys with a reading disability. The most notable explanations offered for gender differences in reading disability relate to differences in phonemic awareness, auditory processing, behaviour, neurology, variability in cognitive ability and reading motivation. The purpose of this article was to review the available evidence supporting each of these explanations. The impact of confounding variables, including sample selection, sample bias, intelligence, and socioeconomic status was also discussed. Although the different explanations have, to some degree, an impact on overall reading achievement, it does not appear that any single explanation wholly accounts for gender differences in reading ability, and that gender is not a strong or consistent predictor of reading success.