TEACH Journal

This article discusses why the post-secondary transition of high school students with disabilities is so important and notes research which suggests that many schools struggle to achieve the desired outcomes when it comes to the successful transitioning of young disabled youth into post-schooling life.

This research study investigated the induction experiences and perceptions of a group of novice principals in a national, Christian, independent school system. Semi-structured interviews were used to generate discussion, elicit experiences and present recommendations about providing support for novice principals. The study found that eight of the nine principals experienced difficulties with role clarification, administration issues, financial management, time management and the isolation in the principal’s position. Initial shock in the role, policy development, lack of leadership training, staff relationships and information overload were also serious issues for the group. From both the literature and the interviewees’ perceptions and comments, recommendations for systemic improvements are made regarding the needs of newly appointed principals.

Oppositional Defiance Disorder (ODD) was at first, anecdotally, considered to be unacceptable behaviour by children who had been poorly managed. However, by 1980 a specific definition and description had been made. ODD is a serious juvenile mental health concern causing extreme distress to both parents and educators.

This paper has been written from a Christian perspective and describes the criteria for a diagnosis as well as its incidence. Research has been ongoing and a number of known links to the condition are detailed. The greater part of the paper focuses on effective, evidence-based strategies together with succinct summaries. These include teaming with parents, the school team, classroom structure and management, pedagogy and engagement, relating to the child and teacher well-being.

An area that is the cause of much angst and even heartache for educational leaders is the responsibility of managing unsatisfactory performance of staff members. This paper addresses the topic, and provides a step by step process that includes adherence to legislation, fairness for both leaders and employees, and more importantly, fairness for students who are the recipients of unsatisfactory teaching performance. The approach used within this paper is centred within a Christian worldview. Micah 6:8 (NIV) summarises this perspective: “He has showed you, O man, what is good. And what does the LORD require of you? To act justly and to love mercy and to walk humbly with your God.”

Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder (ADHD) and frequently medication has become the first option in addressing this condition. Many teachers find it difficult to cope with boys with ADHD due to a lack of understanding about ADHD symptoms and boys’ personalities. This research study examined current practices used for boys with behaviour problems as well as trialling a number of alternative approaches such as music therapy, aromatherapy, yoga, building and construction, gardening and computer generated learning. During the implementation phase, teachers were closely observed and then participated in an indepth interview with the researcher. The data revealed behavioural improvements when using the alternative strategies and demonstrated that these methods may be a better option than medication for some boys with behavioural problems, including ADHD.

This research project investigated the current provisions for students with special needs (SWSN) in a national, Australian, Christian school system (49 schools) during 2009–2010. Most respondents were the designated special needs teachers in those schools; however, in some of the small schools the principal also carried this role. In addition to the quantitative data reported via questionnaires, respondents were able to comment on relevant issues and possible solutions, as they perceived them. Issues and tensions included managing limited funding for SWSN in non-government schools; a lack of appropriate qualifications for staff who worked with SWSN; enrolment of SWSN and a changing school profile; lack of networking and sharing between the schools in the system; and diagnosis for students with special needs. Results indicated that 16% of the students had special needs, 28% of the schools did not have any designated special needs staff, while a further 36% did not have qualified staff in this role. The paper includes discussion of the evidence-based issues facing these schools and the system, together with a number of recommendations for improvement.

Foetal Alcohol Syndrome Disorder (FASD) is a cluster of conditions that are the result of prenatal exposure to alcohol. Children with FASD may have noticeable facial features as well as intellectual, social, emotional and behavioural difficulties. Providing a loving, structured and supervised learning environment has significant positive impacts on the development of a child with FASD. A teacher can assist a student with special needs in reaching their full potential, through establishing an effective individualized learning plan and building strong relationships with the child and guardian.