A case-study of interactions between two students with special educational needs and their teachers, teacher-aides, and peers in an inclusive primary school setting (2013)
Type of ContentOral Presentation
PublisherUniversity of Canterbury. School of Health Sciences
This presentation describes the number and types of interaction two students with special educational needs experience in their classroom and playground with their peers, teachers and teacher aides. Data was obtained through video recordings and then coding of the interactions. The results indicate that teacher aides interact with these students the most with instructions and prompts. Teachers and peers interact only rarely. These findings are important as increasing numbers of students with special needs are encouraged to attend mainstream schools but the outcomes in terms of the type and number of quality interactions appear limited.
CitationChadinha, E., Tyler-Merrick, G., Walker, L. (2013) A case-study of interactions between two students with special educational needs and their teachers, teacher-aides, and peers in an inclusive primary school setting. Hamilton, New Zealand: Sixth Educational Psychology Forum, 2-3 Dec 2013.
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KeywordsEducation; inclusion; teacher; teacher aide; peer; interactions; high needs
ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability
11 - Medical and Health Sciences::1199 - Other Medical and Health Services::119999 - Medical and Health Sciences not elsewhere classified
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