Perceptions of Control at School Among Students In Special Education Programs

Taylor, Linda; Adelman, Howard; Nelson, Perry; Smith, Douglas C.; Phares, Vicky

doi:10.1177/002221948902200709

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Students in education support classes tend to be easily distracted by those around them, are often unable to maintain concentration and are difficult to motivate in conventional seatwork (Wiest et al, 2001). This group of students is further characterised by often having low self-esteem and confidence as well as poor communication and social skills (Fincham & Barling, 1978;Taylor et al, 1989;Cook Greenberg & Kusche, 1994;Smith & Nagle, 1995). With few exceptions, fitness and coordination in the group is usually low.…”

Section: The Studentsmentioning

confidence: 99%

“…These students tend not to mix with their non-disabled peers (Jansma & Decker, 1992), in part a reflection of broader issues of societal attitudes towards people with disabilities. Furthermore, due to broader structural constraints of the educational environment, there are few opportunities for this group of students to contribute to, or gain recognition from, the wider school community (Taylor et al, 1989;Leshowitz et al, 1993;Jacques, Wilton & Townsend, 1998). Likewise, it is extremely difficult for them to gain recognition from the wider external community in which they live.…”

Section: The Studentsmentioning

confidence: 99%

“…Some of the students, particularly those more severely disabled, had previously had little opportunity for choice-making, with most choices being made for them. Control of one's life, even small parts, brings meaning (Taylor et al, 1989). This has been explored by Parsons et al (1997) who investigated the importance of choice-making skills among older adults with severe disabilities in expressing leisure preferences.…”

Section: The Processmentioning

confidence: 99%

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Circus ‘C’: An Innovative Approach to Leisure for People with Disabilities

Taylor

2004

Annals of Leisure Research

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The concept of inclusivity is constantly discussed by a range of stakeholders from strategic to operational levels within arenas such as sport, tourism, the arts and leisure, often without any concrete understanding of the outcomes of such practices. The widest possible access to leisure for all likely participants is now the expectation by society at large and not just an ideal propounded by advocacy groups and people with disabilities. The challenge to operationalise these ideals into successful leisure programs is addressed in this paper through a case-study of a circus program that is creative, innovative and inclusive. The case study reports findings from a program designed for children with intellectual and/or mobility disabilities. It presents the use of circus as a leisure and learning program, developed in an education support unit. The program has had positive outcomes in a range of learning areas relating to cognitive, physical and affective attributes. These achievements include enhanced communication and physical skills, improved self-esteem and self-confidence and positive changes in behaviour patterns. Many of the skills developed relate to lifelong leisure skills learning. These findings are significant for people with disabilities, given the limited supply of leisure opportunities for this and other sectors of the community due to constraints in government, not-forprofit and commercial programs. IntroductionThis paper describes an innovative program designed for children with intellectual and/or physical disabilities in an education support setting located within a large metropolitan high school in Western Australia. The program uses an age-old leisure pastime, the circus, as a medium for achieving a range of outcomes, including enhanced cognitive, social, personal and psychomotor skills, in a positive, enjoyable environment (Good and Brophy, 1996). Through the planning and development stages of the program, it was noticed that many of the outcomes associated with the program were linked to the letter 'C'. Upon reflection, it was decided to incorporate this finding into the naming of the circus, resulting in Circus 'C'. A background to the education setting, the nature of the student cohort and the curriculum area is provided to establish the context in which the program was developed. The process of designing the program is then presented, followed by a discussion of the positive outcomes observed from the implementation of the program.For ethical and confidentiality purposes, no student names or specific medical diagnoses are disclosed, but sufficient general information is provided to enable the

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Section: The Studentsmentioning

confidence: 99%

Section: The Studentsmentioning

confidence: 99%

Section: The Processmentioning

confidence: 99%

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Circus ‘C’: An Innovative Approach to Leisure for People with Disabilities

Taylor

2004

Annals of Leisure Research

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Social-Emotional Development of Students with Learning Disabilities

Bender¹,

Wall²

1994

Learning Disability Quarterly

113

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This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

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Perceptions of Competence and Control and the Use of Coping Strategies by Children with Disabilities

Halmhuber

Paris

1993

Learning Disability Quarterly

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This study examined the interaction between children's self-perceptions of competence, perceptions of control, and the use of effective coping strategies. Fifty-six children in grades 2–6, who were identified as either physically impaired (PI), learning disabled (LD), or regular education (RE) students, participated. Children completed paper-and-pencil tasks tapping their knowledge of handicaps and their perceptions of competence and control. The children's general education teachers, special education teachers, and parents completed questionnaires rating each child's coping skills. Results revealed different patterns among groups of children. Subjects were then divided into three groups, children with highly effective coping skills ( n=16), those with less successful coping skills ( n=17), and those in the middle ( n=23). All groups contained PI, LD, and RE students. Comparisons between successful copers and the children with least successful coping skills indicated that the former perceived themselves as competent and made few attributions to unknown sources of control. Results suggest that children representing a range of intelligence levels and educational handicaps can learn to adapt successfully.

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Perceptions of Control at School Among Students In Special Education Programs

Cited by 3 publications

References 14 publications

Circus ‘C’: An Innovative Approach to Leisure for People with Disabilities

Circus ‘C’: An Innovative Approach to Leisure for People with Disabilities

Social-Emotional Development of Students with Learning Disabilities

Perceptions of Competence and Control and the Use of Coping Strategies by Children with Disabilities

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