The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability

Poulomee Datta, Joy Talukdar

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties.
Original languageEnglish
Pages (from-to)160-171
Number of pages12
JournalInternational Journal of Inclusive Education
Volume21
Issue number2
DOIs
Publication statusPublished - 2017
Externally publishedYes

Keywords

  • support services
  • test anxiety
  • vision impairment
  • intellectual disability
  • South Australia

Fingerprint Dive into the research topics of 'The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability'. Together they form a unique fingerprint.

Cite this