Selected component
Student with disabilities
The central position keeps participation and support of the student in view when the surrounding relationships are considered.
AISA / Proposed research model
AISA: the proposed research model.
Explore the student-centred relationships in Figure 6.1. This is a website interpretation of a model proposed in the thesis, rather than a sequence of steps or an evaluated assessment tool.
Proposed research model
Figure 6.1 · Printed p. 113 · PDF p. 130
Educational setting
The four outer components relate towards the student. The surrounding groups describe teaching-learning and support-system concerns; they are not a sequence of numbered steps.
The complete text outline.
- The educational setting encloses the relationships.
- The student with disabilities occupies the centre.
- Teaching-learning barriers connect to identifying individual student barriers and adapting teaching methods.
- Support systems connect to prepared management and empowered student-support officers.
- All four surrounding components point towards support for the student. They are connected considerations, not a four-step sequence.
Educational setting
The setting encloses the model. Read it as the environment in which participation, teaching and support meet.
Printed pp. 113, 114 · Read the source (opens another website)
Student with disabilities
The central position keeps participation and support of the student in view when the surrounding relationships are considered.
Printed pp. 113, 114, 116 · Read the source (opens another website)
Teaching-learning barriers
This part of the figure groups attention to individual barriers and suitable teaching methods.
Printed pp. 113, 114 · Read the source (opens another website)
Identifying individual student barriers
Examine the barriers affecting this student’s participation. The source discusses circumstances beyond a single impairment label.
Printed pp. 113, 115 · Read the source (opens another website)
Adapting to suitable teaching methods
Consider how the learning activity and its presentation can respond to barriers identified in the educational setting.
Printed pp. 113, 114, 115 · Read the source (opens another website)
Support systems
The lower part groups the institutional conditions for management and student-support capacity.
Printed pp. 113, 115 · Read the source (opens another website)
Well prepared management team on inclusivity
Institutional preparation is part of support for participation; it is not a responsibility placed only on an individual lecturer.
Printed pp. 113, 115, 116 · Read the source (opens another website)
Fully empowered student support officers
The model gives student-support officers an explicit place within coordinated college support.
Printed pp. 113, 115, 116 · Read the source (opens another website)
A relationship to discuss.
A student can reach a workshop but cannot use the standard presentation of a task. Discuss the representation and response route, the lecturer’s preparation, and the college support needed. Keep the student involved in considering changes. This scenario is newly written for the website and is not a participant account.
- What does the student say would help?
- What can change in the task or representation?
- Which support requires coordination beyond the lecturer?
The source proposes AISA and explains its intended relationships. The website does not diagnose a learner, score a college, certify compliance or claim that the model has been independently validated.
Return to the evidence.
- Printed p. 113 · PDF p. 130 Figure 6.1 and section 6.4 (opens another website)
- Printed p. 114 · PDF p. 131 Dimensions of the model (opens another website)
Original university document
Figure 6.1: The All-inclusive Student Assistive Model
The source opens on request. This page’s explanation and links remain available if the viewer cannot display it.