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  • Cambridge University Press (CUP)  (2)
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  • Cambridge University Press (CUP)  (2)
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  • 1
    Online Resource
    Online Resource
    Cambridge University Press (CUP) ; 2019
    In:  Children Australia Vol. 44, No. 4 ( 2019-12), p. 212-222
    In: Children Australia, Cambridge University Press (CUP), Vol. 44, No. 4 ( 2019-12), p. 212-222
    Abstract: Recent reforms in New South Wales (NSW), Australia, prioritise adoption over long-term foster care. While previous research has examined motivation to foster, less is known about the interest by the general public in adoption from out-of-home care. A general sample of the NSW public ( N = 1030) completed an online survey about adoption practices and their willingness to consider adopting from out-of-home care, with background questions on perceived social support and life satisfaction. Barriers to pursuing adoption were identified, including concerns about the characteristics of the child related to their experiences of care and personal impacts including financial costs. Availability of post-adoption supports was viewed positively as increasing interest in adoption. General Linear Model univariate analyses identified that likelihood of considering adoption was primarily predicted by younger age, knowing someone who had been adopted as a child, actively practicing religion, living in the city rather than a regional area and higher life satisfaction. Customised marketing campaigns can target people more likely to consider adoption, with messages that resonate with their social and psychological characteristics. There is also a need for policy changes to ensure adequate provision of post-adoption support.
    Type of Medium: Online Resource
    ISSN: 1035-0772 , 2049-7776
    Language: English
    Publisher: Cambridge University Press (CUP)
    Publication Date: 2019
    detail.hit.zdb_id: 2539888-X
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  • 2
    Online Resource
    Online Resource
    Cambridge University Press (CUP) ; 2023
    In:  Australasian Journal of Special and Inclusive Education Vol. 47, No. 1 ( 2023-07), p. 1-13
    In: Australasian Journal of Special and Inclusive Education, Cambridge University Press (CUP), Vol. 47, No. 1 ( 2023-07), p. 1-13
    Abstract: Achieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.
    Type of Medium: Online Resource
    ISSN: 2515-0731 , 2515-074X
    Language: English
    Publisher: Cambridge University Press (CUP)
    Publication Date: 2023
    detail.hit.zdb_id: 2938130-7
    detail.hit.zdb_id: 2276431-8
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