Understanding Students with Additional Needs as Learners

Preface
	Back Story
Contents
About the Editors
Contributors
Chapter 1: Profiling Developmental Learning for Students with Additional Needs (SWANs)
	1.1 Introduction
	References
Chapter 2: Competence Assessment
	2.1 Introduction
	2.2 Measurement
	2.3 Instructional Implications
	2.4 Reporting
	References
Chapter 3: Functional Communication Competence for Students with Additional Needs
	3.1 Introduction
	3.2 Designing the SWANs Communication Assessment
	3.3 Trials of the Communication Assessment
	3.4 Development of a Learning Progression
	3.5 Using the Learning Progression to Set Instructional Goals
	3.6 Using the Learning Progression to Identify Teaching Programs
	3.7 Summary
	References
Chapter 4: Using Symbols to Make Meaning: Functional Literacy for Students with Additional Needs
	4.1 Designing the SWANs Literacy Assessment
	4.2 Trial of the Literacy Items
	4.3 Development of the Literacy Learning Progressions
	4.4 Using the Learning Progression to Identify Teaching Programs
	References
Chapter 5: Interpersonal Competence for Students with Additional Needs
	5.1 Introduction
	5.2 Construction of a Criterion-Referenced Framework for Interpersonal Processes
		5.2.1 Using the Insights of Practitioners in the Construction Process
		5.2.2 Outlining the Domain of Inquiry
		5.2.3 Establishment of Strands
		5.2.4 Identifying Capabilities and Behavioural Indicators
		5.2.5 Differentiating Performance Quality
		5.2.6 Data Collection
	5.3 Data Analysis and Continuum Construction
	5.4 Discussion
	References
Chapter 6: Cognitive Skills – Students with Additional Learning Needs and Autism Spectrum Disorder
	6.1 Introduction
		6.1.1 Victorian Students with Additional Learning Needs
		6.1.2 Related Research
	6.2 Methodology
		6.2.1 Participants
		6.2.2 SWANs Cognitive Skill Instrument
		6.2.3 Data Analysis
		6.2.4 Establishing Progressions with Expert Panelling
	6.3 Results
		6.3.1 Initial Analyses
		6.3.2 Analyses on Divided Data Set
		6.3.3 Empirical Establishment of Progressions
	6.4 Discussion
	References
Chapter 7: Profiling Transitions in Emotional Development for Students with Additional Learning Needs
	7.1 Introduction
	7.2 Victorian Essential Learning Standards for Students with Additional Learning Needs
	7.3 Importance of Inclusion of Emotional Learning Progress
	7.4 Creating a Standards-Referenced Framework
		7.4.1 Identification of Components, Indicators and Developmental Criteria
		7.4.2 Development of an Observation Questionnaire
	7.5 Data Collection
	7.6 Calibration of the Observation Questionnaire and Establishment of Levels of Emotion Development
	7.7 Comparison of Levels on the Derived Scale of Emotion with VELS Stages of Learning
	7.8 Conclusions
	References
Chapter 8: The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs
	8.1 Introduction
	8.2 Method
		8.2.1 Participants
		8.2.2 Workshops
	8.3 Results and Discussion
		8.3.1 Review of the Construct Definition
		8.3.2 Review of Strands and Capabilities
		8.3.3 Review of Indicators of Skill and Understanding
		8.3.4 Mapping the Rubrics to a Progression
		8.3.5 Targeting Instruction to the Learning Progression
	8.4 Conclusion
	References
Chapter 9: Assessing and Understanding Early Numeracy for Students with Additional Learning Needs
	9.1 Introduction
		9.1.1 The Role of the Teacher
		9.1.2 Building Learning Progressions from Criterion-Referenced Frameworks
	9.2 Method
		9.2.1 Participants
		9.2.2 Materials
		9.2.3 Analysis
	9.3 Results and Discussion
		9.3.1 Initial Analysis
		9.3.2 DIF Analysis
	9.4 Conclusion
	References
Chapter 10: Understanding and Mapping Digital Literacy for Students with Disability
	10.1 Introduction
	10.2 Developing and Mapping the Construct
		10.2.1 Living in the Digitised World
		10.2.2 Digital Technology as Tool or Instrument
		10.2.3 Literacy in a Sociocultural Constructivist Framework
		10.2.4 Conceptual Approaches to Digital Literacy
		10.2.5 Definition of the Construct of Digital Literacy
	10.3 Developing the SWANs Digital Literacy Assessment
		10.3.1 Applying S. E. Dreyfus and Dreyfus’ (1980) Taxonomy
		10.3.2 Drafting the Indicative Behaviours
		10.3.3 Drafting the Quality Criteria
		10.3.4 Pairwise Comparisons
		10.3.5 Piloting and Panelling
	10.4 Collecting Data on Student Digital Literacy Ability
		10.4.1 Demographic Backgrounds
		10.4.2 Psychometric Analysis
	10.5 Crafting the Digital Literacy Learning Progression
		10.5.1 Setting Cut Points
		10.5.2 Developing Level Descriptions
		10.5.3 Standard Setting
		10.5.4 Extent of the Match – Hypothesised and Derived Progressions
	10.6 Summary
	References
Chapter 11: Supporting Motor Learning in the Classroom for Students with Motor Performance Needs
	11.1 Introduction
	11.2 The Development of a Learning Progression
	11.3 Sourcing the Findings of Research
		11.3.1 An Accessible Domain Description
		11.3.2 Conceptualisation of Motor Skill Advance
		11.3.3 Classroom-Important Motor Aspects and Skills
	11.4 Method
		11.4.1 Determining Subject Matter Experts
		11.4.2 Achieving a Developmental Description of the Learning Domain
		11.4.3 Differential Weighting of Item Steps by Pairwise Comparison
		11.4.4 Trialling the Items by Assessment of Students with Physical Disability
	11.5 Results
		11.5.1 The Multidimensionality of the Learning Domain
		11.5.2 Standard Setting
		11.5.3 Cut-Points
		11.5.4 Devising Level Descriptions
	11.6 Conclusion
	References
Chapter 12: Thinking Skills Instructional Strategies: Teaching Students with Additional Needs to be Better Thinkers
	12.1 Introduction
	12.2 Thinking Skills Learning Progression
	12.3 Method
		12.3.1 Workshop Participants
		12.3.2 Materials
	12.4 Workshop Activities and Results
	12.5 Discussion
	12.6 Conclusion
	References
Chapter 13: Using Differential Item Functioning to Validate a Judgement-Based Assessment of Emergent Literacy for Students with Autism Spectrum Disorder
	13.1 Introduction
	13.2 Method
		13.2.1 Participants
		13.2.2 Materials
		13.2.3 The Partial Credit Model and Differential Item Functioning
	13.3 Results and Discussion
		13.3.1 Differential Step Functioning (DSF)
	13.4 Conclusion
	References
Chapter 14: A Curriculum for Students with Additional Needs
	14.1 Curriculum Design Based on Principles of Equitable Access to Education
	14.2 Curriculum Design in Practice
	14.3 Abilities Based Learning and Education Support (ABLES)
	14.4 Conclusion
	References
Appendix: Learning Progressions for Students with Additional Needs