Support for Students with Additional Health and Developmental Needs: Practices and Learnings from Exemplar Schools

Autor/inn/en	Watts, Amy; Shingles, Beth; Edwards, Stuart; Goldfeld, Sharon
Titel	Support for Students with Additional Health and Developmental Needs: Practices and Learnings from Exemplar Schools
Quelle	In: Australian Journal of Learning Difficulties, 27 (2022) 2, S.223-251 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watts, Amy) ORCID (Shingles, Beth) ORCID (Goldfeld, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2022.2115091
Schlagwörter	Student Needs; Special Needs Students; At Risk Students; Special Health Problems; Foreign Countries; Students with Disabilities; Inclusion; Well Being; Student Behavior; Learner Engagement; Parent School Relationship; Stakeholders; Cooperation; Teaching Methods; Evidence Based Practice; Administrator Attitudes; Teacher Attitudes; School Personnel; Intervention; Elementary Schools; Australia + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Zivilisationskrankheit; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Well-being; Wellness; Wohlbefinden; Student behaviour; Schülerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schulpersonal; Elementary school; Grundschule; Volksschule; Australien
Abstract	Students with additional health and developmental needs are at risk of poor psychosocial and academic outcomes as they enter and move through school. Early identification and supports to promote participation and learning can be highly effective in meeting the needs of these students helping them thrive academically, socially, and emotionally. This qualitative study aimed to learn from primary schools (n = 8) demonstrating exemplar practice in supporting students with additional health and developmental needs. Semi-structured interviews (n = 31) were conducted to explore how schools identify and monitor students, provide supports, and collaborate with stakeholders. Reflexive thematic analysis was used to analyse interview transcripts and a range of strategies and processes emerged that schools use inside and outside the classroom. The findings help to shape our understanding of potential exemplar practices for students with additional health and developmental needs within the primary school context and offer recommendations and practical opportunities for improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01