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

Dempsey, Ian

doi:10.1080/13668250.2011.573777

Cited by 9 publications

(3 citation statements)

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“…The other important finding from this study is a confirmation of anecdotal evidence and limited research evidence (Dempsey, 2011) that Government schools are supporting students with a higher level of needs. Across all five Year 3 NAPLAN tests, students with special needs in Government schools were performing at substantially lower levels than their counterparts in Catholic and Independent schools.…”

Section: Discussionsupporting

confidence: 77%

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: Discussionsupporting

confidence: 77%

National test performance of young Australian children with additional educational needs

Dempsey

Davies

2013

Australian Journal of Education

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“…Australian evidence to date suggests that 4% of children have established SHCN formally recognised within the education system, while many more (18%) experience emerging SHCN . In addition, both Australian and international evidence suggests that disability rates are increasing substantially over time . For schools, the complex causes of these trends are immaterial: they need to respond regardless.…”

mentioning

confidence: 99%

Trends in the prevalence and distribution of teacher‐identified special health‐care needs across three successive population cohorts

O’Connor

Quach

et al. 2018

J Paediatrics Child Health

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“…Of specific interest were the skills, knowledge and attitudes teachers need for the successful inclusion of students with disability and the preparedness of both general and special education teachers to work collaboratively in inclusive contexts (Ralston et al, 2019). This shift, over the past 20 years in the focus of special education research from disability support to inclusion support, may not be so surprising given the increase in the number of students with disability in Australia attending mainstream classes or schools (Dempsey, 2011). With the increasing trend towards the inclusion of students with disability in mainstream schools there has been a commensurate change in the working contexts and roles of both general and special education teachers (Dempsey & Dally, 2014).…”

Section: Introductionmentioning

confidence: 99%

Current Issues and Future Directions in Australian Special and Inclusive Education

Dally¹,

Ralston²,

Strnadová

et al. 2019

AJTE

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In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

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

Cited by 9 publications

References 1 publication

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 prevalence and distribution of teacher‐identified special health‐care needs across three successive population cohorts

Current Issues and Future Directions in Australian Special and Inclusive Education

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