Faculty of Education - Theses
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ItemUnderstanding the perceptions of primary school and early childhood teachers about the inclusion of children with special needs in regular classrooms( 2003)Today, many regular schools in the State of Victoria provide inclusive education programs. Educating children with and without disabilities is linked with upholding the rights of all children regardless of their class, culture, gender or developmental abilities. This study was aimed at exploring perceptions of early childhood and primary school teachers about the inclusion of children with special needs from six independent schools located in metropolitan Victoria. Data were analysed and compared to identify if there were differences in teachers' attitudes in relation to beliefs and values, feasibility of implementing inclusive programs in regular classrooms and their confidence to carry out inclusive practices. Findings indicated that all participants in the study were very positive about the philosophy of including children with disabilities in regular classrooms. Several factors were identified as major contributors to the positive perceptions of teachers. Data also revealed that teachers had many concerns regarding the implementation of inclusion in their regular classrooms. The findings of this study had implications for best practice to improve the implementation of inclusive programs in regular classrooms.
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ItemThe qualities of parent-professional relationships that benefit children with disabilities in Jakarta, Indonesia( 2002)While the literature has consistently recognized the importance of an equal partnership in the relationship between parents and professionals from Western perspective, information about this kind of relationship in Indonesia is still limited. This study set out to investigate the qualities of parent-professional relationships in Jakarta, Indonesia, from the perspective of parents. This aim of the study was pursued by investigating parents' perceptions of professionals' behaviour who worked in the field of disability. An examination was also made of the significance of relationships between parents' perceptions and their personal and demographic characteristics, as well as the influence of the children's gender, age, education, type of therapy, frequency of therapy, length of therapy and length of schooling on parents' perceptions of professionals' behaviour. Finally, parents' perceptions were examined in relationships to the nature of their child's disabilities and the type of professionals they consulted. The fieldwork was conducted in 2002 in some special schools and treatment centers in Jakarta, Indonesia. Data was collected in two stages. In the first stage, a two-part questionnaire consisting of questions on personal and demographic characteristics of parents and children (Part I) and the Measure Processes of Care-Indonesia (MPOC-Indonesia) (Part II) were given to the parents whose disabled children were enrolled in elementary special schools or who attended treatment centers. In the second stage, semi-structured interviews were conducted with six parents. The data collected were then analysed using one-way analysis of variance and t-tests. The data from the MPOC-Indonesia showed that parents needed to be empowered and respected by professionals. In addition, parents also expressed the importance of two-way and equal communication between them and professionals. From this study it was revealed that the parent-professional relationship in Jakarta was still professional-centred, with professionals played a more active role in the child's education or treatment. The parents' personal and demographic variables had no significant relationship with their perceptions of the professionals' behaviour, nor did the nature of a child's disability or the type of professionals. However, child's age at diagnosis and child's length of schooling significantly contributed to parents' perceptions of the professionals' behaviour. The aspects of professionals' behaviour that were considered important by the parents in the interviews were: providing and sharing information, being empathetic, listening, and being informal, regardless of the type of professionals. These findings are consistent with the four factors of MPOC-Indonesia.
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ItemRegular primary teachers' perceptions of their involvement in the program support group process( 2000)The placement of students with disabilities into regular schools has occurred with the support of both government and education department administrative initiatives. The Victorian Education Department cemented its commitment to educating students with disabilities in 1995 by producing Program Support Group Guidelines for Students with Disabilities and Impairments to be followed by all teachers, professionals and parents involved in educating students with disabilities. Regular education teachers have been expected to be willing and prepared to work with students with disabilities. The changing school population resulted in their roles and responsibilities being dramatically altered. As members of the Program Support Group (PSG) group, they are required to take part in group decision making, implement recommendations made at the meetings and work closely with other professionals and parents. The dynamic status of this evolving partnership with parents and professionals has created a constant need for teachers to develop skills in group decision making, time management, clarity of roles, goal oriented planning and program development. Education departments must become aware of these needs and respond to them accordingly. The purpose of this study was to examine regular primary teachers' in the Western Metropolitan Region perceptions of their involvement in the PSG process. A mail survey was used to measure teachers' participation in and satisfaction with their role in the PSG process. Training and experience variables were examined to determine the relationship with participation and satisfaction. The factors identified and examined were: clarity of roles, clarity of goals, allotted time and in-service training. The final section of the questionnaire invited comments and recommendations from participants which might assist them with participating further in the process and in becoming more satisfied with the process. The data obtained was analysed using multiple regression analysis. Several findings emerged from the study. The results of the analysis were in keeping with the related literature examined. Firstly, many of the survey respondents had zero hours in-service training pertaining to group/team decision making and planning and implementation of the PSG process. Many of the written comments stressed the need for more in-service training. Secondly, multiple regression analysis established that as more time is allotted for decision making, teachers become more involved and satisfied with the PSG process. The importance of time in implementing the PSG process was also very clearly expressed in the written comments. Thirdly, the analysis revealed that when PSG goals are clearly explained satisfaction with the PSG process increases. Lastly, both the statistical data and the qualitative data indicate that support services are a necessary component in the successful execution of the PSG process.