How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?

2018 ◽  
Vol 42 (02) ◽  
pp. 111-126 ◽  
Author(s):  
Peter M. Walker ◽  
Karyn L. Carson ◽  
Jane M. Jarvis ◽  
Julie M. McMillan ◽  
Anna G. Noble ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
National Curriculum ◽  
Future Research ◽  
Individual Student ◽  
Policy And Practice ◽  
Special Schools ◽  
Australian Curriculum ◽  
Policy Practice ◽  
Inclusive Curriculum ◽  
Primary Basis

Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing to meet the needs of all students with disabilities (SWD) and their teachers. There is a need for research into the daily attempts of educators to navigate the tension between a ‘top-down’ system-wide curriculum and a ‘bottom-up’ regard for individual student needs, with a view to informing both policy and practice. This article is the first of two research papers in which we report the findings from a national online Research in Special Education (RISE) Australian Curriculum Survey of special educators in special schools, classes, and units regarding their experience using the AC to plan for and teach SWD. Survey results indicated (a) inconsistent use of the AC as the primary basis for developing learning objectives and designing learning experiences, (b) infrequent use of the achievement standards to support assessment and reporting, and (c) considerable supplementation of the AC from other resources when educating SWD. Overall, participants expressed a lack of confidence in translating the AC framework into a meaningful curriculum for SWD. Implications for policy, practice, and future research are discussed.

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

2018 ◽  
Vol 42 (02) ◽  
pp. 127-142 ◽  
Author(s):  
Julie M. McMillan ◽  
Karyn L. Carson ◽  
Peter M. Walker ◽  
Anna G. Noble ◽  
Jane M. Jarvis ◽  
...  
Keyword(s):  
Learning Communities ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Online Survey ◽  
Learning Experiences ◽  
Future Research ◽  
Special Schools ◽  
Australian Curriculum ◽  
Perceived Needs ◽  
Policy Practice

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.

scholarly journals Knowledge translation: translating research into policy and practice

2015 ◽  
Vol 36 (3) ◽  
pp. 113-117 ◽  
Author(s):  
Nelly Donszelmann Oelke ◽  
Maria Alice Dias da Silva Lima ◽  
Aline Marques Acosta
Keyword(s):  
Knowledge Translation ◽  
Research Evidence ◽  
Future Research ◽  
Relevant Research ◽  
Policy And Practice ◽  
Health Services Delivery ◽  
Implementation Processes ◽  
Policy Practice ◽  
Services Delivery ◽  
Reflective Study

Objective: This paper provides a theoretical-reflective study of knowledge translation concepts and their implementation processes for using research evidence in policy and practice.Results: The process of translating research into practice is iterative and dynamic, with fluid boundaries between knowledge creation and action development. Knowledge translation focuses on co-creating knowledge with stakeholders and sharing that knowledge to ensure uptake of relevant research to facilitate informed decisions and changes in policy, practice, and health services delivery. In Brazil, many challenges exist in implementing knowledge translation: lack of awareness, lack of partnerships between researchers and knowledge-users, and low research budgets.Conclusions: An emphasis on knowledge translation has the potential to positively impact health outcomes. Future research in Brazil is needed to study approaches to improve the uptake of research results in the Brazilian context.

A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 131-140
Author(s):  
Jessica L. Monahan ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Sarah R. Carlson ◽  
Jennifer Freeman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Students With Disabilities ◽  
Academic Outcomes ◽  
Empirical Support ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career

A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.

scholarly journals Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

2020 ◽  
Vol 44 (1) ◽  
pp. 28-46
Author(s):  
Dawn A. Rowe ◽  
Valerie L. Mazzotti ◽  
Catherine H. Fowler ◽  
David W. Test ◽  
Vickie J. Mitchell ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Research Policy ◽  
Future Research ◽  
Evidence Based ◽  
Secondary Transition ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Transition Research ◽  
Research Based Practices ◽  
Do So

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 164-172
Author(s):  
Aimee Massafra ◽  
Tracy Gershwin ◽  
Katrine Gosselin
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Current Policy ◽  
Individuals With Disabilities ◽  
Policy Practice ◽  
The Past ◽  
Disabilities Education Act ◽  
Training And Supervision ◽  
Education Act

Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

Under Pressure in Atlanta: School Accountability and Special Education Practices during the Cheating Scandal

2016 ◽  
Vol 118 (14) ◽  
pp. 1-26
Author(s):  
Brittany Aronson ◽  
Kristin M. Murphy ◽  
Andrew Saultz
Keyword(s):  
Students With Disabilities ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Lessons Learned ◽  
Future Research ◽  
High Stakes ◽  
Policy Practice ◽  
Education Of Students ◽  
Accountability Practices

A 2011 report by the Georgia Bureau of Investigation (GBI) confirmed a widespread cheating scandal among teachers, principals, and administrators in the Atlanta Public School system (APS) from 2009–2011. To date, it is the largest cheating scandal of its kind in the United States. The vast public investigation of this scandal provides an opportunity to gain an in-depth understanding of school accountability practices, particularly as they pertain to the education of students with disabilities. The purpose of this article is to draw from the lessons learned from the APS scandal with particular attention paid to the unintended consequences of high-stakes accountability practices, especially for students with disabilities. First, we examine the policies and practices related to disability referrals and identification practices at the federal level during the 2009–2011 school years. Second, we explore what literature on accountability practices and disabilities suggests about the APS scandal. Finally, we discuss broader implications for policy, practice, and future research related to the education of students with disabilities in high-stakes test driven classrooms.

scholarly journals Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

2008 ◽  
Vol 75 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen L. Lane ◽  
Melinda R. Pierson ◽  
Kristin K. Stang
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
General Curriculum ◽  
Policy And Practice ◽  
Transition Age Youth ◽  
Transition Age ◽  
Recent Developments

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

scholarly journals Past, present and future challenges in health care priority setting

2018 ◽  
Vol 32 (3) ◽  
pp. 444-462 ◽  
Author(s):  
William Hall ◽  
Iestyn Williams ◽  
Neale Smith ◽  
Marthe Gold ◽  
Joanna Coast ◽  
...  
Keyword(s):  
Decision Making ◽  
Priority Setting ◽  
Sampling Bias ◽  
Developed Countries ◽  
Future Research ◽  
Magic Bullet ◽  
Policy And Practice ◽  
Content Type ◽  
Policy Practice ◽  
Health Care Priority Setting

Purpose Current conditions have intensified the need for health systems to engage in the difficult task of priority setting. As the search for a “magic bullet” is replaced by an appreciation for the interplay between evidence, interests, culture, and outcomes, progress in relation to these dimensions requires assessment of achievements to date and identification of areas where knowledge and practice require attention most urgently. The paper aims to discuss these issues. Design/methodology/approach An international survey was administered to experts in the area of priority setting. The survey consisted of open-ended questions focusing on notable achievements, policy and practice challenges, and areas for future research in the discipline of priority setting. It was administered online between February and March of 2015. Findings “Decision-making frameworks” and “Engagement” were the two most frequently mentioned notable achievements. “Priority setting in practice” and “Awareness and education” were the two most frequently mentioned policy and practical challenges. “Priority setting in practice” and “Engagement” were the two most frequently mentioned areas in need of future research. Research limitations/implications Sampling bias toward more developed countries. Future study could use findings to create a more concise version to distribute more broadly. Practical implications Globally, these findings could be used as a platform for discussion and decision making related to policy, practice, and research in this area. Originality/value Whilst this study reaffirmed the continued importance of many longstanding themes in the priority setting literature, it is possible to also discern clear shifts in emphasis as the discipline progresses in response to new challenges.

Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

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