Students who have learning difficulties generate a resource to assist
them with their schoolwork. This resource has been delivered in a number
of different ways. In the last decade the introduction of inclassroom
assistance has been adopted in several states in Australia including the
Australian Capital Territory. This method of service delivery of the
resource has been considered to be helpful as it allows the student to
remain in the classroom while still receiving the necessary assistance.
The proponents of this delivery method believe that the students prefer
remain in the classroom. Critics of this delivery method consider that it
is not easy to address basic skill deficits in the classroom and that
students find being helped in the classsroom embarrassing. This study
examines the preference for service delivery model of three groups of
population, students, classroom teachers and teachers of students with
learning difficulties. A survey was used to ascertain the preference of
these three groups, why they preferred a model, which model they
regarded as most efficacious and why. Other specific questions were
asked of each group. Interviews were also conducted with ten percent of
each group and also with the principal and the counsellor from each
school. Some illumination of school climate and other variables which
may affect data was sought from the interviews. Teachers were found to
prefer a mixed model of service. Students' results showed a preference
for two models over a third, small classes, which was not favoured.
Students also saw these two models as most efficacious. Interviews
revealed a satisfaction with the service amongst students but some
concerns about the delivery of the service and the decision making
processes amongst teachers.
| Identifer | oai:union.ndltd.org:ADTP/218681 |
| Date | January 1993 |
| Creators | Osborne, Sally, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Sally Osborne |
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