On the Pulse of Change: The New Beat of Special Education in Higher Education

Autor/inn/en	Keeffe, Mary; De George-Walker, Linda
Titel	On the Pulse of Change: The New Beat of Special Education in Higher Education
Quelle	In: Australasian Journal of Special Education, 34 (2010) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1375/ajse.34.2.99
Schlagwörter	Focus Groups; Rewards; Special Education Teachers; Teaching Methods; Foreign Countries; Higher Education; Inclusion; Teacher Role; Individualized Instruction; Case Studies; Evaluation Methods; Teacher Attitudes; Principals; Administrator Attitudes; Reflective Teaching; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Reward; Belohnung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Lehrerrolle; Individualisierender Unterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Principal; Schulleiter; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with disabilities, influences the roles and responsibilities of special educators. This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this article will describe how a qualitative study was used to understand the changing roles and responsibilities of special educators. A case-study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs. Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective. (As Provided).
Anmerkungen	Australian Academic Press. 32 Jeays Street, Bowen Hills, Queensland 4500, Australia. Tel: +61-7-3257-1176; Fax: +61-7-3253-5908; e-mail: aap@australianacademicpress.com.au; Web site: http://www.australianacademicpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10