Roles and Responsibilities of Developmental Educators: Disability Professionals Supporting Australians with Disability

Autor/inn/en	Rillotta, Fiona; Alexander, June
Titel	Roles and Responsibilities of Developmental Educators: Disability Professionals Supporting Australians with Disability
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 2, S.451-466 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rillotta, Fiona) ORCID (Alexander, June)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1719987
Schlagwörter	Foreign Countries; Students with Disabilities; Job Skills; Specialists; Role; Professional Recognition; Skill Development; Barriers; Undergraduate Study; Expertise; Equal Education; Advocacy; Employment Level; Allied Health Personnel; Employment Qualifications; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Produktive Fertigkeit; Rollen; Kompetenzentwicklung; Qualifikationsentwicklung; Grundstudium; Expert appraisal; Sozialanwaltschaft; Beschäftigungsgrad; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Australien
Abstract	Australia's National Disability Insurance Scheme (NDIS) is associated with disability sector growth. A skilled and competent disability professional workforce is needed. Developmental Educators (DEs) are university qualified disability specialists; however, the profession (est.1983) has been under recognised. Due to the multi-skilled nature and broad scope of this profession, there is little evidence associated with the exact roles of DEs once they complete their degree and enter the disability workforce. This paper presents a mixed methods self-assessment investigation of DEs' current job roles and responsibilities, and DEs' perceptions of the understanding of their profession. Data were gathered from DEs (N = 121) using an online survey. Data were analysed using descriptive statistics and thematic analysis. DEs reported working with people with disabilities across the lifespan in various settings including: employment, accommodation, recreation, education, positive behaviour support, and skill development. Though there were widespread perceptions from DEs that their profession was under recognised, many DEs reported being employed prior to or immediately after graduation from their degree. The next step for this research is to investigate the views and perceptions of people with disabilities and their family members who receive service and support from DEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01