Recent changes in the proportion of students identified with a disability in Australian schools

Dempsey, Ian

doi:10.1080/13668250410001709511

Cited by 7 publications

(3 citation statements)

References 2 publications

(2 reference statements)

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“…There has recently been an increase in the proportion of the total student population placed in segregated settings. More importantly, an increasing number of students with a disability are attending regular schools (Australian Government Productivity Commission, 2004;Dempsey, 2004Dempsey, , 2007. More recent data confirm that most funded students with disability attend mainstream schools.…”

Section: Access To Naplanmentioning

confidence: 99%

National test performance of young Australian children with additional educational needs

Dempsey

Davies

2013

Australian Journal of Education

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While the national testing of Australian school students is now well-entrenched, the educational outcomes of students with additional needs in this country are unknown. Students with a disability may be exempted from national testing and, in the absence of consistent standards for test accommodations and alternative tests, Australian educational authorities continue to be unaccountable for these students. Using secondary data from the Longitudinal Study of Australian Children, it is estimated that 12.3% of study children had additional educational needs (predominantly learning disabilities, emotional and behavioural disabilities and autism) that required specialist services. More than a third of students with additional needs did not participate in national testing. Those students with additional needs who did participate performed at a significantly lower level in comparison to students without additional needs. Further, students with additional needs in public schools were much more likely to have poorer academic outcomes than their counterparts in the Catholic and Independent education sectors.

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Section: Access To Naplanmentioning

confidence: 99%

National test performance of young Australian children with additional educational needs

Dempsey

Davies

2013

Australian Journal of Education

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“…The private school system has also enrolled students with a disability, but their special education services have been less comprehensive. Dempsey (2004) noted that the proportion of school students with a disability in Australian schools rose from 2.6% in 1996, to 3.5% in 2001. More recent data shows that by 2009 this proportion had increased to 4.8% (Australian Government Productivity Commission, 2002.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Trends in the proportion of students with a disability in Australian schools, 2000–2009

Dempsey

2011

Journal of Intellectual & Developmental Disability

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“…The evidence that is available suggests that over 3.5% of Australian school students have a disability. As a percentage of the total school population there has recently been an increase in the proportion of students placed in segregated settings but, more importantly, an increasing number of students with a disability are attending regular schools (Australian Government Productivity Commission, 2004;Davies & Dempsey, 2011;Dempsey, 2004Dempsey, , 2007.…”

Section: Australian Legislation Relevant To Students With a Disabilitymentioning

confidence: 99%

Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’

Davies

2012

Australas. j. spec. educ.

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A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

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Recent changes in the proportion of students identified with a disability in Australian schools

Cited by 7 publications

References 2 publications

National test performance of young Australian children with additional educational needs

National test performance of young Australian children with additional educational needs

Trends in the proportion of students with a disability in Australian schools, 2000–2009

Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’

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