scholarly journals Disproportionate over-representation of Indigenous students in New South Wales government special schools

2012 ◽  
Vol 42 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Linda J. Graham
Keyword(s):  
New South ◽  
New South Wales ◽  
Special Schools ◽  
Indigenous Students ◽  
South Wales

To Free the Spirit? Motivation and Engagement of Indigenous Students

2008 ◽  
Vol 37 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Geoff Munns ◽  
Andrew Martin ◽  
Rhonda Craven
Keyword(s):  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
South Wales ◽  
The Social ◽  
Motivation And Engagement ◽  
And Training ◽  
Consultative Group

AbstractThis article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and engagement for Indigenous students of all ages. The article reports on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students. What is of particular interest is the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classroom pedagogies. Important questions arise from an analysis of this interplay about what might “free the spirit” for these and other Indigenous students.

Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools

2011 ◽  
Vol 40 ◽  
pp. 23-29 ◽  
Author(s):  
Ingrid Harrington ◽  
Inga Brasche
Keyword(s):  
Teacher Training ◽  
New England ◽  
New South ◽  
New South Wales ◽  
Teaching Experience ◽  
Community Services ◽  
Aboriginal Education ◽  
Indigenous Students ◽  
Success Stories ◽  
South Wales

A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.

Services to Children with Intellectual Disability in New South Wales Government Schools: Parental Perceptions

1992 ◽  
Vol 16 (2) ◽  
pp. 3-12 ◽  
Author(s):  
Philip J Foreman
Keyword(s):  
Intellectual Disability ◽  
New South ◽  
New South Wales ◽  
Special Schools ◽  
Government Schools ◽  
Work Related ◽  
Severe Intellectual Disability ◽  
South Wales ◽  
Provision Of Services ◽  
Changes Over Time

Parents of 1003 children with moderate or severe intellectual disability attending state schools in New South Wales responded to a survey about provision of services from the time of suspicion or identification of their child’s disability. The survey sought to obtain information about the types of services the parents were offered, the services they used and were still using, and the extent to which they found the services beneficial. Another aim was to see if there were differences between responses of parents of older and younger children which might suggest changes over time or for children of different ages. Parents of younger children were more likely to have received helpful information and to have been referred to support services. Some children were found to be receiving up to eight separate services, while others were receiving nil. Special schools were rated as very useful by the highest number of parents, with parents of younger children showing a slight preference for an integrated placement. Work-related training or activity was mentioned by more than half of the parents as being required in their child’s future.

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