Dianne Chambers | Hiroshima University (original) (raw)

Papers by Dianne Chambers

Asia-Pacific Journal of Teacher Education

Assistive Technology to Support Inclusive Education

This chapter describes assistive technology (AT) and inclusive education and examines the junctur... more This chapter describes assistive technology (AT) and inclusive education and examines the juncture where AT works to support the inclusion of students with disabilities in mainstream settings, including classrooms, home and community settings. AT consists of a range of devices and services which work to support students to augment existing abilities, compensate for or bypass difficulties they may experience. Some AT has been specifically developed for functional use, while other, particularly emerging technology, can be adapted for, or used, in an assistive capacity. Where the AT promotes social interaction, curriculum access and the ability to express understanding, there is the potential for heightened inclusion in the classroom.

Service-Learning

Abstract Teachers are increasingly required to include students with disabilities in mainstream c... more Abstract Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address the needs of all students in the classroom, including students with disabilities, teacher-training programs must utilise effective pedagogy. Service-learning has been shown to be an effective pedagogy to employ to address the knowledge/learning needs of pre-service teachers. This chapter will build upon the use of service-learning to increase knowledge and will discuss the importance and practice of also developing positive attitudes towards students with disabilities. The Theory of Planned Behaviour (Azjen, 2002) is utilised as a basis for developing the service-learning program, and exemplifies three main elements as being necessary to bring about behavioural change: behavioural beliefs, normative beliefs and control beliefs. The pre-service teachers described in this chapter are completing a special education specialisation at a tertiary institution, and are required to complete a service-learning unit as a component of the specialisation. Reflection, an important requirement for service-learning programs, allows the researcher to determine if the goals of the program have been met, and how these outcomes relate to the Theory of Planned Behaviour and the potential they may have to bring about behavioural change for the pre-service teachers. Six main themes were identified in the pre-service teacher reflections. These themes were further divided into two main categories: affective (empathy, personal growth, confidence); and cognitive (knowledge, skill development, enhanced professional practice). Links between the pre-service teacher reflections and the Theory of Planned Behaviour suggest that the service-learning experience is beneficial for developing pre-service teachers who are more inclined to address the needs of students with disabilities.

Education in the Asia-Pacific Region: Issues, Concerns and Prospects

The inclusion of learners with a wide range of special needs has become a major change in regular... more The inclusion of learners with a wide range of special needs has become a major change in regular classrooms over the past 40 years. In the early part of the twentieth century, there were few opportunities for children to attend formal schooling. For those with disabilities, schooling was almost non-existent. Except for a few students who were deaf or blind and who were able to attend the limited specialised schools established to cater for them, it was not until mid-century that schools began to be established to support children with other specialised needs. By the end of the last century, the plethora of specialised schools for students with similar disabilities began to dissipate in favour of the move towards an inclusive education system. This chapter explores this process of changing classrooms from homogenous to heterogeneous within an inclusive paradigm. Consideration is given to what this means for schools, teachers, parents and the students and what is needed if this philosophy is to be further embraced in the future.

While many low-income countries are signatories to the United Nations Convention on the Rights of... more While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered ...

Service-Learning

Abstract This chapter is divided into three main sections. The first section entails an overview ... more Abstract This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

Recherches & éducations

L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique ... more L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique en mettant l’accent a la fois sur l’equite et la qualite dans l’enseignement. Cet article est base sur des donnees issues de la recherche commandee par Australian Research Alliance for Children and Youth (ARACY) pour le Ministere australien de l’education. Cette recherche a examine les politiques et les pratiques d’education inclusive pour les eleves handicapes dans ce pays. L’Australie se trouve confrontee a un certain nombre de defis si elle veut adopter avec succes tous les objectifs fixes pour l’equite et la qualite dans l’education. En outre, la recherche necessitera d’analyser l’impact des projets actuels de reforme neoliberale sur les eleves handicapes et d’enqueter sur les initiatives de collaboration professionnelle comparativement avec d’autres initiatives dans des contextes urbains et ruraux pour comprendre comment les objectifs d’equite et d’inclusion pourraient etre atteints.

Australian Journal of Teacher Education

In this article we review the medical, human rights, social and social interactionist models of d... more In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

International Journal of Inclusive Education, 2016

ABSTRACT The inclusion of children with disability in regular classroom settings has been identif... more ABSTRACT The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.

International Perspectives on Inclusive Education, 2015

Support staff in schools are increasingly recognized as playing an important, though often undefi... more Support staff in schools are increasingly recognized as playing an important, though often undefined, role in inclusive education. While there has been some research on how best to work with support staff, this book provides readers with a comprehensive examination of roles and responsibilities within the classroom. Issues in determining appropriate ways to work effectively with support staff are raised, along with strategies teachers can use to enhance the collaborative and reflective nature of working with others.

International Perspectives on Inclusive Education, 2014

Abstract This chapter provides an overview of inclusive education, specifically examining concept... more Abstract This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a var... more Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a variety of sources. The authors have not attempted to validate these data and are unable to vouch for the authenticity of them. While all attempts have been made to include reference only to published sources through reputable journals, government publications, internationally accepted authorities, and education system websites, the authors are not responsible for any misrepresentations obtained directly from these sources. (DEEWR). Inclusive education has been identified as a focus area for investigation, toward exploring what research has been found to work in improving not only school attendance but also school achievement and other learning outcomes for students with disability. This report presents an overview of inclusive education in an international and Australian context. It provides an analysis of the current provision of inclusive education in the Australian government school sec...

i Statement of Sources iii Acknowledgements iv Table of

With an increasing number of students with special needs being included in regular classroom envi... more With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future d...

Current practices regarding inclusive education vary enormously depending on a wide range of issu... more Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.

Special education has undergone continued transformation since societies began to provide an incr... more Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall m...

Book Description: The focus of this international text is on innovative practices for preparing t... more Book Description: The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes: *Social and political challenges regarding teacher education - providing an historical perspective on the training of teachers, tensions in preparing

Asia-Pacific Journal of Teacher Education

Assistive Technology to Support Inclusive Education

This chapter describes assistive technology (AT) and inclusive education and examines the junctur... more This chapter describes assistive technology (AT) and inclusive education and examines the juncture where AT works to support the inclusion of students with disabilities in mainstream settings, including classrooms, home and community settings. AT consists of a range of devices and services which work to support students to augment existing abilities, compensate for or bypass difficulties they may experience. Some AT has been specifically developed for functional use, while other, particularly emerging technology, can be adapted for, or used, in an assistive capacity. Where the AT promotes social interaction, curriculum access and the ability to express understanding, there is the potential for heightened inclusion in the classroom.

Service-Learning

Abstract Teachers are increasingly required to include students with disabilities in mainstream c... more Abstract Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address the needs of all students in the classroom, including students with disabilities, teacher-training programs must utilise effective pedagogy. Service-learning has been shown to be an effective pedagogy to employ to address the knowledge/learning needs of pre-service teachers. This chapter will build upon the use of service-learning to increase knowledge and will discuss the importance and practice of also developing positive attitudes towards students with disabilities. The Theory of Planned Behaviour (Azjen, 2002) is utilised as a basis for developing the service-learning program, and exemplifies three main elements as being necessary to bring about behavioural change: behavioural beliefs, normative beliefs and control beliefs. The pre-service teachers described in this chapter are completing a special education specialisation at a tertiary institution, and are required to complete a service-learning unit as a component of the specialisation. Reflection, an important requirement for service-learning programs, allows the researcher to determine if the goals of the program have been met, and how these outcomes relate to the Theory of Planned Behaviour and the potential they may have to bring about behavioural change for the pre-service teachers. Six main themes were identified in the pre-service teacher reflections. These themes were further divided into two main categories: affective (empathy, personal growth, confidence); and cognitive (knowledge, skill development, enhanced professional practice). Links between the pre-service teacher reflections and the Theory of Planned Behaviour suggest that the service-learning experience is beneficial for developing pre-service teachers who are more inclined to address the needs of students with disabilities.

Education in the Asia-Pacific Region: Issues, Concerns and Prospects

The inclusion of learners with a wide range of special needs has become a major change in regular... more The inclusion of learners with a wide range of special needs has become a major change in regular classrooms over the past 40 years. In the early part of the twentieth century, there were few opportunities for children to attend formal schooling. For those with disabilities, schooling was almost non-existent. Except for a few students who were deaf or blind and who were able to attend the limited specialised schools established to cater for them, it was not until mid-century that schools began to be established to support children with other specialised needs. By the end of the last century, the plethora of specialised schools for students with similar disabilities began to dissipate in favour of the move towards an inclusive education system. This chapter explores this process of changing classrooms from homogenous to heterogeneous within an inclusive paradigm. Consideration is given to what this means for schools, teachers, parents and the students and what is needed if this philosophy is to be further embraced in the future.

While many low-income countries are signatories to the United Nations Convention on the Rights of... more While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered ...

Service-Learning

Abstract This chapter is divided into three main sections. The first section entails an overview ... more Abstract This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

Recherches & éducations

L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique ... more L’education inclusive internationale a ete diversement articulee et interpretee pour la pratique en mettant l’accent a la fois sur l’equite et la qualite dans l’enseignement. Cet article est base sur des donnees issues de la recherche commandee par Australian Research Alliance for Children and Youth (ARACY) pour le Ministere australien de l’education. Cette recherche a examine les politiques et les pratiques d’education inclusive pour les eleves handicapes dans ce pays. L’Australie se trouve confrontee a un certain nombre de defis si elle veut adopter avec succes tous les objectifs fixes pour l’equite et la qualite dans l’education. En outre, la recherche necessitera d’analyser l’impact des projets actuels de reforme neoliberale sur les eleves handicapes et d’enqueter sur les initiatives de collaboration professionnelle comparativement avec d’autres initiatives dans des contextes urbains et ruraux pour comprendre comment les objectifs d’equite et d’inclusion pourraient etre atteints.

Australian Journal of Teacher Education

In this article we review the medical, human rights, social and social interactionist models of d... more In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

International Journal of Inclusive Education, 2016

ABSTRACT The inclusion of children with disability in regular classroom settings has been identif... more ABSTRACT The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.

International Perspectives on Inclusive Education, 2015

Support staff in schools are increasingly recognized as playing an important, though often undefi... more Support staff in schools are increasingly recognized as playing an important, though often undefined, role in inclusive education. While there has been some research on how best to work with support staff, this book provides readers with a comprehensive examination of roles and responsibilities within the classroom. Issues in determining appropriate ways to work effectively with support staff are raised, along with strategies teachers can use to enhance the collaborative and reflective nature of working with others.

International Perspectives on Inclusive Education, 2014

Abstract This chapter provides an overview of inclusive education, specifically examining concept... more Abstract This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a var... more Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a variety of sources. The authors have not attempted to validate these data and are unable to vouch for the authenticity of them. While all attempts have been made to include reference only to published sources through reputable journals, government publications, internationally accepted authorities, and education system websites, the authors are not responsible for any misrepresentations obtained directly from these sources. (DEEWR). Inclusive education has been identified as a focus area for investigation, toward exploring what research has been found to work in improving not only school attendance but also school achievement and other learning outcomes for students with disability. This report presents an overview of inclusive education in an international and Australian context. It provides an analysis of the current provision of inclusive education in the Australian government school sec...

i Statement of Sources iii Acknowledgements iv Table of

With an increasing number of students with special needs being included in regular classroom envi... more With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future d...

Current practices regarding inclusive education vary enormously depending on a wide range of issu... more Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.

Special education has undergone continued transformation since societies began to provide an incr... more Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall m...

Book Description: The focus of this international text is on innovative practices for preparing t... more Book Description: The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes: *Social and political challenges regarding teacher education - providing an historical perspective on the training of teachers, tensions in preparing

Service-learning: Enhancing inclusive education, 2017

Service-learning: Enhancing inclusive education, 2017

Life in Schools and Classrooms , 2017

Measuring Inclusive Education (International Perspectives on Inclusive Education, Volume 3) , 2014

This chapter provides an overview of inclusive education, specifically examining conceptualisatio... more This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals, 2014

Support staff in schools are increasingly recognized as playing an important, though often undefi... more Support staff in schools are increasingly recognized as playing an important, though often undefined, role in inclusive education. While there has been some research on how best to work with support staff, this book provides readers with a comprehensive examination of roles and responsibilities within the classroom. Issues in determining appropriate ways to work effectively with support staff are raised, along with strategies teachers can use to enhance the collaborative and reflective nature of working with others.

Education Sciences , 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY