This book reports a systematic synthesis of research on teachers' use of adjustments to support students with special educational needs who are currently in their mainstream classrooms. It presents a comprehensive analysis and synthesis of both quantitative and qualitative data, including studies involving observation, artefact examination, interviews, and surveys. It offers a holistic understanding of the current practices used by teachers to fulfil the intent of international inclusive education policy, and support the inclusion of students with a range of needs within the context of mainstream classrooms and programmes. This book also offers a range of recommendations for improving practice.
Mark Carter is an honorary associate professor in the School of Education at the University of Wollongong, Australia and Dean of the Academy for the Science of Instruction at MultiLit Pty Ltd. He has contributed to the field of special education for over 40 years as an early interventionist, special educator, teacher educator, and researcher. His research interests include educational issues in autism spectrum disorder, evidence-based practice in special education, controversial practices, and educational decision-making. He has worked with government departments and private organisations over several decades in projects designed to improve educational outcomes for students with disabilities. He has also been an investigator in two major funded projects examining adjustments provided to students with special needs in mainstream classrooms. He has over 140 refereed publications and book chapters, and has contributed to a wide range of reviews, publications, and conference presentations, often specifically addressing translation of research for practitioners and caregivers.
Associate Professor Amanda Webster is the academic program director for the Master and Graduate Certificate of Autism and the Master of Education/Special Education at the University of Wollongong, Australia. Prior to her academic career, she worked for over 30 years with students and their families as a school leader, an advisor, a teacher, a programme director, and a certified behaviour analyst. Her research focuses on creating meaningful social impact and centres on leadership for inclusive education and community environments that support the achievement and self-determination of autistic and neurodivergent individuals with and their families. She has worked closely with the departments of education in Queensland, New South Wales, and Tasmania, to lead research on the role of school leaders, staff, and parents in establishing effective inclusive school cultures and practices that will enable students with a range of needs to achieve high quality outcomes.
Dr. Jennifer Stephenson is an honorary associate professor at Macquarie University, Australia. Prior to working in universities, she worked in secondary schools, preschools, TAFE colleges, and special schools. Her research interests include autism spectrum disorder, the use of evidence and non-evidence-based practices in special education, teacher education, and the use of iPads in with children with disability. She has worked extensively with schools, including being an academic partner to NSW Department of Education schools in areas including positive behaviour intervention and supports, the application of the New South Wales Quality Teaching model for students with disability, the use of iPads, and the development of resources for working with students with communication difficulties. She also has an editorial role with the
Australasian Journal of Special Education, and Augmentative and Alternative Communication.Talia Morris is currently a research officer in the School of Education at the University of Wollongong, Australia. She coordinates a research project supported by a large grant from the New South Wales Department of Education to develop an online decision-making hub, to assist schools to make adjustments for students with special needs in mainstream classrooms. She holds qualifications in psychology including a Ph.D. in developmental psychology. She has written 19 refereed journal articles and book chapters, primarily focus on the development of anxiety in children and adolescents and associated risk factors. Her more recent publications focus on the inclusion of students with disability in mainstream settings, and how decisions are made regarding this. She has also contributed to a significant number of conference presentations both on the development of anxiety in children and in the area of special education.
