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Mapping Transitions in Interpersonal Learning for Students With Additional Needs

Published online by Cambridge University Press:  02 March 2012

Bernadette Coles-Janess  and
Patrick Griffin
Bernadette Coles-Janess*
Affiliation:
Assessment Research Centre, Melbourne Graduate School of Education, The University of Melbourne, Australia. coles@unimelb.edu.au
Patrick Griffin
Affiliation:
Assessment Research Centre, Melbourne Graduate School of Education, The University of Melbourne, Australia.
*
*Address for correspondence: Bernadette Coles-Janess, Assessment Research Centre, Melbourne Graduate School of Education, 234 Queensberry Street, The University of Melbourne, Parkville 3010 VIC, Australia.
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Abstract

This article reports on the development of an interpersonal measure for students with additional learning needs. A questionnaire and learning continuum were constructed using a methodology devised by Griffin (2007a) for creating criterion-referenced frameworks. Teachers reported on 1619 students, ranging in age from 3 to 18 years. Analysis of the data, using item response modelling, found the questionnaire was able to measure interpersonal capacity reliably over a large ability range. The interpersonal domain is an imprecise and multifaceted area, so how teachers should support the learning needs of students within it is not always apparent. The devised measures offer the prospect of a more systematic and evidence-based approach to educating students within this domain.

Keywords

development of social competencesocial skillsdisabilitiesassessmenttest construction
Type
Conference Papers
Information
Australasian Journal of Special Education , Volume 33 , Issue 2 , 01 October 2009 , pp. 141 - 150
Copyright
Copyright © Cambridge University Press 2009

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