Overview
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
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Table of contents (14 chapters)
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Front Matter
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Back Matter
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
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.
Editors and Affiliations
About the editors
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: 978-3-030-56595-4Published: 01 December 2020
Softcover ISBN: 978-3-030-56598-5Published: 02 December 2021
eBook ISBN: 978-3-030-56596-1Published: 30 November 2020
Edition Number: 1
Number of Pages: XV, 231
Number of Illustrations: 42 b/w illustrations, 3 illustrations in colour
Topics: Assessment, Testing and Evaluation, Learning & Instruction, Teaching and Teacher Education, Curriculum Studies