Implementing the Australian Curriculum for Students with Disabilities in Specialist Settings: Teachers' Professional Learning Experiences and Preferences

Autor/inn/en	McMillan, Julie M.; Carson, Karyn L.; Walker, Peter M.; Noble, Anna G.; Bissaker, Kerry A.
Titel	Implementing the Australian Curriculum for Students with Disabilities in Specialist Settings: Teachers' Professional Learning Experiences and Preferences
Quelle	In: Australasian Journal of Special and Inclusive Education, 42 (2018) 2, S.127-142 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Foreign Countries; Curriculum Implementation; Disabilities; Teaching Experience; Faculty Development; Preferences; National Surveys; Online Surveys; Teaching Methods; Teacher Attitudes; National Curriculum; Inclusion; Australia + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Inklusion; Australien
Abstract	Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01