The nature of adjustments and monitoring for students with special educational needs in mainstream schools

Mark Carter*, Amanda Webster, Jennifer Stephenson, Neale Waddy, Robert Stevens, Melissa Clements, Talia Morris

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalAustralasian Journal of Special and Inclusive Education
Volume46
Issue number1
DOIs
Publication statusPublished - Jul 2022

Keywords

  • inclusion
  • support
  • adjustments
  • goal setting
  • monitoring
  • teaching assistant

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