A Professional Learning Program for Enhancing the Competency of Students with Special Needs

Autor/inn/en	Kantavong, Pennee; Sivabaedya, Suwaree
Titel	A Professional Learning Program for Enhancing the Competency of Students with Special Needs
Quelle	In: International Journal of Whole Schooling, 6 (2010) 1, S.53-62 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Intervention; Autism; Learning Disabilities; Academic Achievement; Attention Deficit Hyperactivity Disorder; Achievement Tests; Foreign Countries; Program Effectiveness; Elementary School Students; Competence; Special Needs Students; Behavior Modification; Interpersonal Communication; Program Evaluation; Inclusive Schools; Professional Development; Parent Education; Workshops; Teaching Methods; Classroom Techniques; Inservice Teacher Education; Management Development; Thailand + Suchen Sie Ihr Suchwort? Autismus; Learning handicap; Lernbehinderung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Kompetenz; Sonderpädagogischer Förderbedarf; Behaviour modification; Verhaltensänderung; Interpersonale Kommunikation; Programme evaluation; Programmevaluation; Inclusive school; Integrative Schule; Parents education; Elternbildung; Elternschule; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lehrerfortbildung
Abstract	This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected from sample groups including administrators, teachers, students and parents. These sample groups were from 16 target schools, eight from Supanburi and eight from Khon Kaen provinces in Thailand. The instructional approaches were developed by teachers and taught in schools. Students were in Grades 1 to Grade 6. Research tools included parallel lesson plans, teaching materials and intervention techniques for enhancing student learning, a set of achievement tests and reflective forms. It was found that teachers and parents implemented intervention techniques which led to increased student academic performance and the development of a more collaborative approach to supporting children with diverse needs in Thailand. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10