The aim of this study was to determine the effectiveness of using a tactile cued self-monitoring device (Watchminder) and a self-recording booklet to improve the on-task behaviour of three primary aged students with disabilities during independent work. A multiple baseline across students with reversal design was used. Two of three participants made clinically significant improvements in on-task behaviour, replicating prior research which found that reactivity from self-monitoring is idiosyncratic to student characteristics. No consistent relationship between self-monitoring accuracy and reactivity was apparent.

A significant proportion of people with learning difficulties have social problems, which are often considered to be the product of school failure. However, a number of studies have suggested that these social skill problems may relate to the inability to decode subtle visual cues of body language and facial expression. The majority of studies of facial expression, however, have viewed learning disability as a unitary condition, without taking account of specific sub‐types which may have more difficulty in processing visual cues, especially for facial emotion. This study investigated children aged 8 to 12 years who were divided into three learning disability sub‐groups: 1) a visual‐perceptual sub‐type called Irlen Syndrome (n=41); 2) a group with learning disabilities, but no indications of Irlen Syndrome (n=30); and 3) a normally achieving control group (n=31). The Irlen Syndrome sub‐group had significantly lower scores for interpreting emotion from facial expression than the two other groups. The learning disabled non‐lrlen sub‐group also had significantly lower scores than the control group, but with much smaller levels of significance than those between the Irlen and control groups.

Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.

This paper reports on the use of a cross‐age tutoring program designed to improve the literacy skills of a profoundly deaf girl. In a novel approach to such programs, both tutor and tutee participants were profoundly deaf and used Auslan as their common mode of communication. The results of the program indicate that cross‐age peer tutoring has potential as an effective strategy for improving the literacy achievements of deaf children like the tutee participant. Analysis of the videotaped interactions between tutor and tutee over the course of the program provided unique insights into the nature of English literacy learning by profoundly deaf students. These insights point to a role for strategies like cross‐age tutoring where the particular experience of. deafness can be used to promote more effective interpretation and understanding of English for profoundly deaf literacy learners.

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.