Garner, P. and Forbes, F. (2012) Disposable assets. Are special education teachers still needed in 21st century Australian schools. NISE Bulletin. 11, pp. 62-66. 0389-9012.
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Abstract:
There are many models of provision available in Australia for those children and young people with Special Educational Needs (SEN). However, the quality of educational outcomes for students with SEN is reliant principally on the knowledge of their classroom teacher. This brief article considers whether 21st Century Australian schools still require teachers who have experience and training in those pedagogical and content-related approaches in order to meet the educational needs of SEN students. In so doing it adopts the position of participant researchers, using a series of critically reflective narratives. The approach, which has been a significant mode of professional enquiry in many countries since the 1970s (Stenhouse, 1975), enables linkages to be formulated between useful theories, enquiry and subsequent school-based action (McNiff, 2007).
Subjects:
Creators:
Garner, P. and Forbes, F.
Publisher:
National Institute of Special Needs Education, Japan
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date:
March 2012
Date Type:
Publication
Page Range:
pp. 62-66
Journal or Publication Title:
NISE Bulletin
Volume:
11
Language:
English
ISSN:
0389-9012
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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