The bridges and barriers model of support for high-functioning students with ASD in mainstream schools
- Authors: Holcombe, Wendy , Plunkett, Margaret
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 9 (2016), p. 27-47
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- Description: Abstract: National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
‘More than marking and moderation’ : a self-study of teacher educator learning through engaging with graduate teaching performance assessment
- Authors: Brandenburg, Robyn , Fletcher, Anna , Goriss-Hunter, Anitra , Van der Smee, Cameron , Holcombe, Wendy , Griffiths, Katrina , Schneider, Karen
- Date: 2023
- Type: Text , Journal article
- Relation: Studying Teacher Education Vol. 19, no. 3 (2023), p. 330-350
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- Description: Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a mandated assessment tool implemented in Australian universities and education institutions that is used as one key determinant to assess graduate readiness for the profession. While there is a developing field of research related to the implementation and effectiveness of TPAs, less is known about the teacher educator expertise required to mark and moderate these assessments. The purpose of this self-study, conducted at Federation University, a regional university in Australia, aimed to identify and examine teacher educator marker and moderator experience and expertise through the establishment of a professional learning community (PLC). Using audio-recorded transcripts of team meetings and teacher educator vignettes, the data were analysed using NVivo and were individually and collectively categorised and coded. Reflecting in and on our practice, we focused on critical moments, interactions, and experiences to interrogate the data. The key themes included: 1) collaboration through marking and moderation; 2) reflection through critical engagement; 3) growth as a teacher educator and 4) enactment in teacher educator practice. This self-study of practice, using a PLC, enabled us to make our often-tacit knowledge, understanding and expertise explicit, and provided frameworks and structures for enacting this new knowledge in practice. © 2023 Informa UK Limited, trading as Taylor & Francis Group.