What state are we in?
It's time to take stock of what's happening in South Australia for our young people with disabilities, their families and educators.
On November 13th, South Australian policy makers and service providers will join academics at Flinders University to showcase local research that has investigated, and is investigating, ways to support students with diverse learning needs. Professor Bob Conway will open the conference with a summary of the big picture about emerging trends and practices in Australia that will impact on everyone with an interest in children with special needs. There will also be a range of presentations from which to choose. From applied research to innovative policy and case studies, there will be something for everyone. The conference will finish with a panel of educators sharing their perspectives regarding how they have gone about including students with high and complex support needs and the factors that have impacted on their work.
For more information about the Conference Program, or to register, click on the links on the left hand side.
For all other enquiries, please email educationalfutures@flinders.edu.au.
Presentations
Professor Bob Conway
Professor Bob Conway is the Dean of the School of Education at Flinders University. His background is as a teacher in both regular and special education. He has also worked as a consultant across educational systems, and as a part-time teacher in TAFE. In his previous role before coming to Flinders, he oversaw the operations of a large transdisciplinary early intervention program for families of young children with disabilities from birth to school entry. His key research and teaching interests lie in the area of students with emotional and behaviour problems in both mainstream and specialist settings. He works closely with school systems in supporting students with behaviour problems as part of his contact with educational practices while working in a higher education environment. He has worked both nationally and internationally on a wide range of research and consultancy projects and is a frequent keynote speaker at national and international conferences.
View Staff Page
Abstract
The presentation targets the challenges for special education as the result of numerous changes taking place in the Australian education context. National curricula, inclusion, emerging special needs, national and international assessment and generalist specialist are all challenging the way we address special needs. Is there a future? Of course, we just need to take a positive, proactive stance.
Professor Michael Sawyer OAM
Sawyer Clark Presentation (PPT 1MB)
Professor Michael Sawyer is Head, Research & Evaluation Unit, Women's and Children's Hospital and Professor of Child & Adolescent Psychiatry, School of Paediatrics and Reproductive Health, University of Adelaide. He is currently Chair of the Australian Rotary Health Research Committee. Professor Sawyer's research has focused on the quality of life of children with chronic illness and the epidemiology of child and adolescent mental disorders.
Abstract
The increased use of home-based care for children with chronic disabilities greatly increases parental responsibilities for the care of these children.
While the change has the potential to benefit the psychological and social health of children, and to reduce health costs, greater use of this approach to manage children's disabilities places substantial financial and time demands on children's primary caregivers.
These time demands require mothers to substitute time for caregiving which previously was available for other activities, including paid employment, time with spouses, time with other children, hobbies, recreation, or sleep. This has the potential to adversely affect the psychological adjustment and HRQL of mothers and is a significant problem as the potential benefit of home-based care for children with chronic disabilities will only be realised if caregivers remain healthy.
Unfortunately due to a pressing interstate engagement, Professor Michael Sawyer is now no longer able to attend. Jenny Clark will present on his behalf instead.
Ms Jo Shearer
Jo currently works as project officer (research) for the Ministerial Advisory Committee: Students with Disabilities. She is a registered teacher and has a Master of Disability Studies. During her career she has worked in child care, as a teacher and in disability service provision. Jo has also worked in academic contexts as a tutor, supervisor and researcher. Her principal areas of research have been Quality of Life, Family Quality of Life and inclusion of people with a disability in their communities. While working for MACSWD, she has been the principal author of several reports on varying topics including the whole school approach to behaviour management, best practice for students with Asperger syndrome, mental health and early childhood transitions.
Abstract
At the request of the South Australian Minister for Education, the Ministerial Advisory Committee: Students with Disabilities (MACSWD) undertakes research projects on topics related to care and education services for children and students with a disability. In 2007, the Committee investigated early childhood transitions for children with a disability or additional needs from home to care, preschool and school.
Method
Qualitative methods were used for data collection. A total of thirty-six people were interviewed using semi-structured interview guides. Two separate case studies were provided to illustrate successful early childhood transitions.
Results
The study found variation across settings and identified challenges to successful transitions for children with a disability or additional needs. The study also identified and recorded the provisions, procedures and practices required for successful transition. At the time in South Australia, overarching guidelines for early childhood transition of children with a disability or additional needs did not exist. The recommendation to develop such guidelines was supported by the Minister and the care and education sectors.
Implications
During 2009, transition guidelines for children birth to eight years with a disability or additional needs were developed by the Ministerial Advisory Committee: Students with Disabilities in consultation with the child care and education sectors and disability support agencies. The report of the study, Early Childhood Transition for Children with a Disability, is available at the committee's website (www.macswd.sa.gov.au) and the transition guidelines will be distributed across the care and education sectors and to health and disability agencies when published.
Ms Marissa Milne
Marissa completed an undergraduate Bachelor of Education(JP/P)/Bachelor of Science degree in 2008, and is a registered teacher. Marissa is currently working in the Artificial Intelligence Laboratory in the School of Computer Science, Engineering and Mathematics towards an honours degree in computer science. Marissa has worked as an OSHC carer and coordinator, during which time she was involved in implementing various accommodations for students with Aspergers Syndrome, in collaboration with Autism SA and school staff. In the future she aims to extend her work from this project to a PhD.
Abstract
There are a number of research groups working towards improved social outcomes for children with autism spectrum disorders that focus specifically on computer aided learning. Amongst other technologies, existing studies have investigated the use of human controlled virtual agents for social skills development and autonomous virtual agents for language development, both achieving positive outcomes. This project aims to combine these ideas and investigate the potential for using autonomous virtual agents as social tutors for children with autism through the development of a prototype software program. The virtual agent component of this, known as the Thinking Head, has been developed through collaboration between Flinders researchers in the Faculty of Science and Engineering and several other universities. Its lifelike appearance and ability to model realistic facial expressions lends it to this application. The evaluation component of this project examines the children’s ability to recognise particular facial expressions and choose appropriate social actions to take before and after a short interaction with the social tutor. Additionally, the evaluation investigates the children’s thoughts about their experience with the virtual agent. The outcome of this project will provide insights for the potential of this approach and provide direction for future research and development.
Ms Barbara Harris & Dr Shirley Yates
Barbara is a Special Education Teacher. She began teaching in the country in 1973 as a Junior Primary teacher and after a short break from teaching in the 1980's, returned to work in Special Education. Barbara has completed a Bachelor of Special Education and a Masters of Education through Distance Ed courses. She began her Doctorate in Education in 2002 at the same time as completing a Graduate Certificate in Disability (Down Syndrome).
Barbara has worked at Grove Education Centre since 1996 during which time she has held a variety of positions including Transition Coordinator, class room teacher and Acting Assistant Principal. In 2005 and 2006, Brabara was responsible for establishing an annexe class for current work site as part of the redevelopment.
Shirley Yates' overall research is focussed on factors related to effective teaching and effective learning for students and teachers and encompasses three major research areas of Children’s Psychosocial Characteristics, Mathematics Education, and Effective Teaching and Learning. She has developed a multimedia computer based questionnaire for the early detection of pessimism in young children, funded by the Channel 7 Children’s Research Foundation of South Australia and is currently investigating teacher perceptions of curriculum reforms in mathematics.
Abstract
Little is known about the Vietnamese families' views of disabilities and of the implications of their views for educational policy and practice. Vietnamese families with a child with a verified disability attending a Special School in South Australia were surveyed and interviewed. To facilitate the investigation, it was essential to translate the survey into Vietnamese and to employ an interpreter for the interview process. Analyses of the survey and interview data provides a range of rich quantitative and qualitative information about the thoughts, concerns and needs of the families, particularly in relation to communication between school and home. All families indicated that it would be valuable to them to have school material translated into Vietnamese so that all members of the family could be involved and participate more actively and effectively in their child’s education. Implications of this identified need for school policy and practices are explored, with some of the methods that have been implemented successfully by school personnel to be highlighted during this presentation.
Barbara Harris undertook this study under the supervision of Dr Shirley Yates as part of the requirements for her Educational Doctorate Degree at Flinders University. She chose this area of investigation because of her long standing professional interests but she also felt that the outcomes would inform policy and improve practices in Special Schools for Vietnamese and other Asian migrant families. Barbara has had opportunity in 2009 to trial the translation of various documents for families of students in her class and this has not only informed her practice but that of her colleagues.
Dr Jane Jarvis & Ms Lesley Henderson
Dr Jane Jarvis is a Lecturer in the Flinders University School of Education, where she teaches and has research interests across the areas of special education and gifted education. Jane received her PhD in Educational Psychology (Gifted Education) from the University of Virginia and has worked in various roles in education, psychology and disability services in Australia and the United States. She currently works with schools in South Australia and interstate on differentiating instruction to address the needs of diverse learners.
Ms Lesley Henderson is a Lecturer in the Flinders University School of Education, where she works with students studying at the undergraduate or graduate level towards a Bachelor of Education, and with postgraduate students in the Graduate Certificate and Masters Degree in Gifted Education. Lesley coordinates the Gifted Education specialisation and also teaches in Educational Psychology and Educational Philosophy topics. Lesley is a former teacher and is currently conducting research on the experiences of gifted students in the IGNITE acceleration program.
Abstract
This session will explore models of gifted education that reflect inclusive, collaborative practices in line with other areas of special education and which are grounded in strong relationships between gifted education and general education. Historical trends and alternative models for gifted education provisions will be presented and discussed, with a particular focus on current practices in South Australian schools and possibilities for future development.
Mr David Hobbs
Hobbs Presentation (PDF 806KB)
David Hobbs is a Senior Rehabilitation Engineer in the Division of Research and Innovation at Novita Children's Services. With degrees in Physics and Biomedical Engineering, David is also a Churchill Fellow (2003) and a Fulbright Scholar (2008). It was during David's Churchill Fellowship that he discovered the VMI system at Bloorview Kids Rehab in Toronto, Canada. David was responsible for bringing the VMI to Australia, for conducting usability trials with children and adults with a disability in Adelaide, and for driving the development and commercialisation of the software, which can now be bought through NovitaTech.
Abstract
The Virtual Music Instrument (VMI) is a novel software program that uses a standard webcam and movement recognition to convert simple movements into musical sounds. In doing so it enables children who otherwise would not be able to engage in play or musical activities to produce sounds and have a sense of control over the environment around them. This presentation will focus on new research that is assessing the ability of the VMI to facilitate communication and play for children with severe physical and multiple disabilities.
The Inclusion Debate — Learning from a Local Model
Leanne Carr
Leanne is Principal at St Joseph's School Hectorville. Since her appointment in 2005, Leeanne has overseen the implementation of the inclusion program that supports children with high complex needs. The program involves working closely with parents through the enrolment process, establishing a professional development program for teachers and supporting the specialist teacher. Leeanne has a particular interest in inclusive practices in schools as well as providing a teaching and learning environment that meets the needs of all students.
Mary Ben
Mary has worked as a classroom teacher for 28 years in a number of a different school. She has taught classes from pre-school to year eight, worked as an ESL and Reading Recovery teacher. After completing a Bachelor of Special Education in 2005, Mary was invited to lead the Hectorville Inclusion Program at St Joseph’s Hectorville. As a specialist teacher, Mary's role involves working collaboratively with the Principal, teaching children with high complex needs in a mainstream class as well as in small groups, providing staff with assistance to modify their programs, and providing professional development. Mary also works closely with the Educational Support Officers, enabling them to work effectively in the classrooms. Mary is passionate about the inclusion of children with high complex needs into mainstream classrooms and regularly meets with the parents of students with high complex needs to develop a support program for them.
Deborah Down
Deborah has worked as a Special Education Consultant for Catholic Education South Australia since 1995. Along with the other consultants she is responsible for the access and inclusion of students with disabilities in Catholic schools from Reception to Year 12, as well as provision of services, infrastructure, and resources to schools. During her teaching career Deborah worked in a wide variety of settings: mainstream, special class, special school and integration unit, with students from all disability groups and at all year levels (R-12). Deborah has contributed papers to many conferences. The papers reflect her interests which include students with autism spectrum disorder, intellectual disability, transition, and social skills. She has collaborated on writing resources for professional development for teachers, social skills and awareness of disability programs. Deborah is committed to social justice and equity, is passionate about providing options for students with disabilities, and believes in empowering students, families and schools.
Kerry Bissaker
Kerry is coordinator of Special Education programs in the School of Education in Flinders University. She has a strong interest in supporting teachers’ learning and this has been acknowledged through two Australian Learning and Teaching Council awards. She works closely with a number of innovative schools as they seek to generate new quality teaching and learning environment that generate positive outcomes for all students. Kerry also coordinates and teaches in special education programs offered by Flinders University in Singapore. Prior to commencing as an academic at Flinders University in 1997, Kerry's work involved including students with a range of disabilities into her mainstream classes.
Abstract
Access to education in an inclusive setting is a right of all students but it remains a complex process. There are many factors that interact to either successfully support or deny students high quality learning experiences and outcomes. This presentation identifies the many factors that supported the successful inclusion of students with high and complex support needs at St Joseph’s School Hectorville. In particular, the role of support for families, teachers, other students and their families is considered. The presentation also looks at ongoing challenges from leadership, teachers’ and families’ perspectives. The model serves as a valuable opportunity for all present to consider what is required from governments through to students to ensure that inclusion is in everyone’s best interest. The session will commence with a presentation of the St. Joseph’s model followed by an open discussion on factors arising from the content.
