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Many students on the autism spectrum attend mainstream schools and face challenges coping with the demands of this complex environment. Education in rural and remote locations poses additional chal...

This study aimed to design, implement and evaluate the reliability and validity of a multifactorial and multilevel health and safety climate survey (HSCS) tool with utility in the Australian mining setting. Methods An 84-item questionnaire was developed and pilot tested on a sample of 302 Australian miners across two open cut sites. Results A 67-item, 10 factor solution was obtained via exploratory factor analysis (EFA) representing prioritization and attitudes to health and safety across multiple domains and organizational levels. Each factor demonstrated a high level of internal reliability, and a series of ANOVAs determined a high level of consistency in responses across the workforce, and generally irrespective of age, experience or job category. Participants tended to hold favorable views of occupational health and safety (OH&S) climate at the management, supervisor, workgroup and individual level. Conclusion The survey tool demonstrated reliability and validity for use within an open cut Australian mining setting and supports a multilevel, industry specific approach to OH&S climate. Findings suggested a need for mining companies to maintain high OH&S standards to minimize risks to employee health and safety. Future research is required to determine the ability of this measure to predict OH&S outcomes and its utility within other mine settings. Practical applications As this tool integrates health and safety, it may have benefits for assessment, monitoring and evaluation in the industry, and improving the understanding of how health and safety climate interact at multiple levels to influence OH&S outcomes.

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study w...

Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students.

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority.

In this qualitative study, we explored the perspectives of 10 adolescents with a diagnosis of autism spectrum disorder (ASD) and their experiences of bullying. Through individual semistructured interviews, they were asked to describe their understandings and experiences of bullying. Details of their experiences are described as well as the perceived impact on the students and their schooling. Data analysis revealed a number of common experiences including high rates of traditional bullying and more specifically verbal bullying, with fewer incidents of cyberbullying reported. In support of literature in the area, the results of the study indicate that bullying can be a significant inhibitor, which may prevent students with ASD from taking full advantage of their schooling. Listening to and reflecting on the voices and personal stories of adolescent students with ASD is critically important for developing more supportive approaches to their education and needs. The reports of bullying by students on the autism spectrum emphasises the need for more effective interventions and management strategies to be implemented in a whole-school approach as well as targeted strategies to prevent bullying experiences for this particular population of students.