Increasing number of special needs students in mainstream school has imposed great challenge on educators as they are compelled to provide an inclusive classroom (Lim, 2016). However, limited knowledge on the broad scope of special needs and accessibility barrier to reach out to professionals such as occupational therapists (OT) results in delayed identification or provision of appropriate support for students with special needs (Kaur, 2013; Teng, 2017). As such, this doctoral project proposes an innovative tele-health service delivery model that utilizes the Teachable (2019) online software to create a 3-tiered intervention program. The intervention consists of 1) e-learning modules on the broad perspectives of classroom attention and participation, 2) e-consultation to seek OT support and, 3) discussion forum for educators and OT to discuss on scenarios and cases. This project is also a cost-effective service delivery model as the subscription plan and time-based e-consultation fees is aimed to cover the cost of running the online platform. Grant approval from Singapore Association of Occupational Therapists (SAOT) would be utilized for the start-up cost. Evaluation of the program content and service delivery model would be carried out as online survey using the Teachable platform. The evaluation outcome and dissemination activities to promote the program would aid in expanding the program as a teacher education curriculum for inclusive practice. The long-term impact of this program is to change the inclusive practice paradigm to a student-centered, holistic, performance-based paradigm!

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Master of Arts / Department of Communication Studies, Theatre, and Dance / Leann M. Brazeal / In this thesis study, the use of group work as an instructional strategy was assessed to determine the effect it has on students’ willingness to communicate, communication apprehension, and self-perceived competence. Students enrolled in a basic public speaking at a major Midwestern university completed Neer’s (1987) Classroom Apprehension about Participation Scale (CAPS) at the beginning of the semester and again four weeks later after being exposed to a treatment of group or no group. Results indicated students’ willingness to communicate and self-perceived competence increased over the four-week duration of the study regardless of treatment. However, a significant reduction of communication apprehension was seen in students using group work in their classrooms. Limitations and implications are discussed.

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