Abstract
Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning, and; 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.
Highlights
Eleven years ago the Australian government made law The Disability Discrimination Act (DDA) Education Standards (Commonwealth of Australia, 2005) [1] which instituted the first steps towards a quality education for all people with disability
The Standards were formulated under the Disability Discrimination Act 1992 (DDA) and provide a framework to ensure that students with disability are able to access and participate in education on the same basis as other students
Labour market research data on school teachers in Australia reports that 48% of teachers of special needs children in primary school had less than one year of tertiary study in this area (Department of Employment, 2015, p. 16-17)[25]
Summary
Eleven years ago the Australian government made law The Disability Discrimination Act (DDA) Education Standards (Commonwealth of Australia, 2005) [1] which instituted the first steps towards a quality education for all people with disability. According to a number of international conventions, including the UN Rights of the Child Article 24 (UNICEF, 2007)[13] and the UNESCO Salamanca Statement (1994)[14] placing children in special education schools began to be viewed as an infringement on the right to equal opportunity (Bakker, Denessen, Bosman, Krijger & Bouts, 2007)[15] This right was inspired by research informed by the contact hypothesis (Allport, 1954, Maras & Brown, 2000)[16,17]. Schools generally assess the functional impact of the student's disability in relation to education when considering reasonable adjustments This includes the impact on communication, mobility, curriculum access, personal care and social participation. Adjustments may involve a range of combinations, for example, a) modifying programs and adapting curriculum delivery and assessment strategies, b) providing ongoing consultancy support or professional learning and training for staff, c) specialised technology or computer software or equipment and, d) additional personnel such as therapists or aides for personal care or mobility assistance
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