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Adaptive education for students with special needs in the inclusive classroom |
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Janet Alston
ACT Department of Education and Training
Chris Kilham
University of Canberra
This article focuses on factors that promote the use of appropriate accommodations for children with disabilities in early childhood inclusive settings. It investigates the kinds of accommodations that were used with two children who were educated in two settings—a mainstream classroom, and a small unit in which the majority of children were on the autism spectrum. The study found that teaching assistants did not always foster social inclusion; that accommodations were not used consistently across the mainstream and specialised settings; and that planning time and training may be important ways to foster inclusionary practices. In addition, the high frequency of staff changes was noted, which may not be compatible with the demand for structure, routine and consistency that is commonly associated with children on the autism spectrum.
AJEC Volume 29 No. 3 September 2004 You can purchase this issue of the Australian Journal of Early Childhood now.
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Last Updated ( Tuesday, 30 August 2005 )
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