Title

Perceptions of secondary school students with mild disabilities to the academic and social support mechanisms implemented in regular classrooms

Document Type

Journal Article

Publisher

Taylor & Francis

Place of Publication

Brisbane

Faculty

Education and Arts

School

Education, Fogarty Learning Centre

RAS ID

5814

Comments

This article was originally published as:

O’Rourke, J., & Houghton, S. (2008). Perceptions of secondary school students with mild disabilities to the academic and social support mechanisms implemented in regular classrooms. International Journal of Disability, Development and Education, 55(3), 227-237.

Original article available here

Abstract

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school‐aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student’s perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one‐to‐one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students’ perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms.

DOI

10.1080/10349120802268321

 

Link to publisher version (DOI)

10.1080/10349120802268321