The invisible students with disabilities in the Australian education system

Teather, Susan; Hillman, Wendy

doi:10.1108/edi-02-2017-0029

Cited by 7 publications

(2 citation statements)

References 12 publications

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“…Many factors have been found to affect achievement in general of children with MID. Common among different studies is the presence of sufficient, accessible support for the child and the child's parents (Teather & Hillman, 2017;Goodey, 2015;Alquraini, 2011). As explained by Goodey (2015), intellectual disability in itself is not debilitating to the development of a child for so long as those taking care of the child are accurately away of his or her condition and how to nurture the child properly given this condition.…”

Section: Factors That Affect Achievement Of Students With Intellectuamentioning

confidence: 99%

Evaluation of Education Students with Intellectual Disability in Saudi Arabia

Alshamri¹

2018

JEL

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A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used “baby steps” strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children’s education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.

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Section: Factors That Affect Achievement Of Students With Intellectuamentioning

confidence: 99%

Evaluation of Education Students with Intellectual Disability in Saudi Arabia

Alshamri¹

2018

JEL

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“…Even though there is evidence of national requirements that reflect an inclusive approach to support students with disabilities, there are concerns about the access and participation of Australian students with disabilities (Teather & Hillman, 2017). For example, the continued (and indeed increasing) reliance on segregated settings indicates a worrying misalignment of policy and practice.…”

Section: Introductionmentioning

confidence: 99%

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Mavropoulou¹,

Mann

Carrington

2021

Policy Practice Intel Disabi

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Australia's national legislation and policy have affirmed the right of children with disability, including developmental disabilities to inclusive education. Yet, policy reviews and empirical research have raised concerns about the misalignment between inclusive policy and practice across Australian states. Drawing from these sources, this article endeavors to reflect upon the divide between the Australian policy on inclusive education and inclusive practice by considering the advances, obstacles, and challenges in achieving systemic inclusive education in the Australian education context. In the last part, we offer four propositions that could close the gap between policy and practice and enable students with developmental disabilities to have access and be successful learners in their local mainstream school.

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Improving the accessibility of subject English for students with language and/or attention difficulties

Tancredi,

Graham,

Killingly

2024

Aust. Educ. Res.

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The study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students’ responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject.

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The invisible students with disabilities in the Australian education system

Cited by 7 publications

References 12 publications

Evaluation of Education Students with Intellectual Disability in Saudi Arabia

Evaluation of Education Students with Intellectual Disability in Saudi Arabia

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Improving the accessibility of subject English for students with language and/or attention difficulties

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