Meeting Obligations to Consult Students with Disability: Methodological Considerations and Successful Elements for Consultation

Autor/in	Tancredi, Haley
Titel	Meeting Obligations to Consult Students with Disability: Methodological Considerations and Successful Elements for Consultation
Quelle	In: Australian Educational Researcher, 47 (2020) 2, S.201-217 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tancredi, Haley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00341-3
Schlagwörter	Foreign Countries; Students with Disabilities; Academic Accommodations (Disabilities); Developmental Disabilities; Language Impairments; Inclusion; Consultation Programs; Barriers; Student Attitudes; Access to Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Inklusion; Fachberatung; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	Australian legislation requires teachers to make reasonable adjustments for students with disability, including those with Developmental Language Disorder. The Standards underpinning this legislation stipulate that students must be "consulted" about adjustments that are made. This is not common practice in Australian schools and there is limited practical guidance available for professionals to help them enact these obligations, particularly when consulting students with communication difficulties. This paper presents findings from a research project that used a sequential phase mixed-method design to investigate what students with language difficulties say helps them to learn when they engaged in a communication accessible consultation process. The barriers that students say they experienced in accessing the curriculum, teacher instruction and demonstrating their learning are discussed, as well as the adjustments suggested by students. This article concludes with a discussion of successful elements for consulting students with disability, which can be utilised by teachers and researchers alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01