Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/660
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Hay, I | en |
dc.contributor.author | Winn, S | en |
dc.date.accessioned | 2008-07-29T14:02:00Z | - |
dc.date.issued | 2005 | - |
dc.identifier.citation | Australasian Journal of Special Education, 29(2), p. 140-154 | en |
dc.identifier.issn | 1833-6914 | en |
dc.identifier.issn | 1030-0112 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/660 | - |
dc.description.abstract | This qualitative study used focus groups and interviews to investigate the inclusion of students with Asperger's Syndrome (AS) into secondary education from the perspectives of: general teachers; special education teachers; students with AS; and their parents (N = 122). Across the four cohorts, five main themes emerged, however, different cohorts concentrated more on one theme than another. Mainstream teachers concentrated more on the nature of the AS condition and its influence on behaviour and social interactions; special education teachers on collaboration and relationships; parents on burnout and a lack of services; and the students with AS on the notion special educators worked hard to assist others. The fifth theme across the four cohorts was the quality of school facilities. The study found that diversity was both an inter-cohort and an intra-cohort variable. The research provides insight into how inclusive practice can be enhanced and why it is a complex, dynamic and multidimensional concept. | en |
dc.language | en | en |
dc.publisher | Cambridge University Press | en |
dc.relation.ispartof | Australasian Journal of Special Education | en |
dc.title | Students with Asperger's Syndrome in an Inclusive Secondary School Environment: Teachers', Parents', and Students' Perspectives | en |
dc.type | Journal Article | en |
dc.subject.keywords | Special Education and Disability | en |
local.contributor.firstname | I | en |
local.contributor.firstname | S | en |
local.subject.for2008 | 130312 Special Education and Disability | en |
local.subject.seo | 740501 Special education | en |
local.profile.school | School of Education | en |
local.profile.school | School of Rural Medicine | en |
local.profile.email | ihay2@une.edu.au | en |
local.profile.email | swinn@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:3582 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 140 | en |
local.format.endpage | 154 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 29 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | Teachers', Parents', and Students' Perspectives | en |
local.contributor.lastname | Hay | en |
local.contributor.lastname | Winn | en |
dc.identifier.staff | une-id:ihay2 | en |
dc.identifier.staff | une-id:swinn | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:671 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Students with Asperger's Syndrome in an Inclusive Secondary School Environment | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.url | http://dx.doi.org/10.1080/1030011050290206 | en |
local.relation.url | http://search.informit.com.au/fullText;res=AEIPT;dn=153218 | en |
local.search.author | Hay, I | en |
local.search.author | Winn, S | en |
local.uneassociation | Unknown | en |
local.year.published | 2005 | en |
Appears in Collections: | Journal Article |
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