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Factors affecting student adjustment as they transition from primary to secondary school: a longitudinal investigation

This thesis sought to determine the personal and contextual factors that affect adjustment outcomes of all mainstream students and students with a disability. Gender, health status, socio-economic status and culture influenced adjustment outcomes.

Family day care is for normal kids: Facilitators and barriers to the inclusion of children with disabilities in family day care

This paper explored barriers and factors that promote the inclusion of children with disabilities in family day care (FDC). It discusses the implications of the inclusion of children with disabilities in FDC.

Field of study and employment outcomes: an analysis of TAFE graduates

This paper assesses the employment outcomes of TAFE graduates. Graduates with a disability are less likely than others to be employed. Higher-level qualifications result in better job prospects.

Government Directives on the Integration of Students with a Disability Into the TAFE System: Causes and Effects as Reflected Within the New England Institute of TAFE

This study considers how the TAFE system in NSW addresses the intention of legislation such as the Commonwealth and state Disability Services Acts to support students with disabilities, by surveying the views of senior TAFE staff, students, teachers and consultants.

Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial

Early language delay is a matter of concern to both parents and professionals. This study assessed language skills such as vocabulary and grammar; narrative skills; comprehension monitoring; and phonological awareness/pre-literacy skill. The study has relevance for parents and the community.

Inclusion in Australia: What Teachers Say They Need and What School Psychologists Can Offer

This article examines the inclusion-related beliefs and perceived needs of primary teachers in Australia, and proposes ways that school psychologists can help meet these needs.

Inclusion in education: towards equality for students with disability

This paper seeks to draw together research findings to develop a clear picture of the implications for improving policy and practice— in order to facilitate greater inclusion for children who experience disability in Australia.

Inclusion of Students Who Are Deaf or Hard of Hearing in Government Schools in New South Wales, Australia: Development and Implementation of a Policy

This article focuses on how the Special Education Policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice.

Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia

This paper presents the views and perceptions of primary school teachers from New South Wales and South Australia about inclusive education. The teachers reported both benefits and obstacles of having students with special needs in their classrooms.

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