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Understanding Students with Additional Needs as Learners

Editors:

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  • Explores critical issues in the measurement of skills development within a growth mindset for students with additional learning needs

  • Describes and exemplifies a framework of how to create constructs for assisting all teachers of students with additional learning needs

  • Links current measurement theory and practice with future assessment and curriculum options for the learning of students with additional needs

  • Provides assessment instruments and interpretative framework reports with online access opportunity

Buying options

eBook
USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-56596-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD 169.99
Price excludes VAT (USA)
Hardcover Book
USD 169.99
Price excludes VAT (USA)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xv
  2. Competence Assessment

    • Patrick Griffin
    Pages 9-24
  3. Interpersonal Competence for Students with Additional Needs

    • Bernadette Coles-Janess, Patrick Griffin
    Pages 59-70
  4. Assessing and Understanding Early Numeracy for Students with Additional Learning Needs

    • Jane Strickland, Kerry Woods, Masa Pavlovic
    Pages 115-130
  5. Understanding and Mapping Digital Literacy for Students with Disability

    • Emily H. White, Masa Pavlovic, Shiralee Poed
    Pages 131-156
  6. A Curriculum for Students with Additional Needs

    • Karen Underwood
    Pages 209-216
  7. Back Matter

    Pages 217-231

About this book

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs). 

The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. It also illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.

Keywords

  • Students with Additional Needs
  • SWANs
  • Students with additional needs in the classroom
  • SWANs research project
  • SWANs assessments
  • Abilities Based Learning and Education Support (ABLES)
  • Problem-solving skills in students with additional needs
  • Literacy skills for students with additional needs
  • Social learning for students with additional needs
  • Assessing thinking skills for students with additional needs
  • Digital literacy learning for students with additional needs
  • ARCOTS
  • learning and instruction

Editors and Affiliations

  • Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia

    Patrick Griffin

  • Assessment Research Centre, Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia

    Kerry Woods

About the editors

Patrick Griffin held the Chair of Education (Assessment) at The University of Melbourne and was the founding director of the Assessment Research Centre. His work includes more than 40 years in teaching and research in education measurement.  He focuses on item response modelling applications in interpretive frameworks for performance assessment, problem solving and higher order competency assessment and performance reporting. He was the measurement team leader for UNESCO in the SACMEQ project and a World Bank consultant in Vietnam, Philippines and China. He retired from university of Melbourne in 2015.  He still leads  several national and international studies of problem solving, literacy and numeracy and was the Executive Director of the Assessment and Teaching of 21st Century Skills project in which he pioneered the assessment of collaborative problem solving. His research into reliable rubrics is on display through the doctoral students’ work in this volume on the work with special needs students.

Kerry Woods devoted 16 years to understanding how teachers observe their students and use formal and informal sources of assessment data to guide their classroom planning and teaching. Her doctoral research investigated the design and validation of criterion-referenced assessments of communication and literacy to support personalised learning for students with diverse additional needs. In collaboration with fellow academics and school and policy leaders, her research led to the development of an integrated program of advice and support for teachers of students with disability. She is currently an honorary Senior Fellow of the Assessment Research Centre, Melbourne Graduate School of Education at the University of Melbourne.

Bibliographic Information

  • Book Title: Understanding Students with Additional Needs as Learners

  • Editors: Patrick Griffin, Kerry Woods

  • DOI: https://doi.org/10.1007/978-3-030-56596-1

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-56595-4

  • Softcover ISBN: 978-3-030-56598-5

  • eBook ISBN: 978-3-030-56596-1

  • Edition Number: 1

  • Number of Pages: XV, 231

  • Number of Illustrations: 42 b/w illustrations, 3 illustrations in colour

  • Topics: Assessment and Testing, Instructional Psychology, Teaching and Teacher Education, Curriculum Studies

Buying options

eBook
USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-56596-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD 169.99
Price excludes VAT (USA)
Hardcover Book
USD 169.99
Price excludes VAT (USA)