Abstract
<p>Aristotle, The Grand Master of Philosophy and Literature, developed many theories relating to inequality which remain relevant in this current millennium. This qualitative study examined the role of Disability Service Officers (DSOs) in Technical and Further Education (TAFE) and explored their approach to students with dyslexia using Aristotelian theory. This case study used semi-structured interviews in five TAFE Colleges within Australia. A foundational theory of Street-Level Advocates emerged from the DSOs interactions with adult students with dyslexia. Disability Service Officers interactions aligned with Aristotle's philosophy of Nicomachean Ethics; and knowledge, thinking, and ethics of humanity, whilst practicing good deeds. Aristotle’s theory plays an integral part of this research, as he provides knowledge of good deeds, not unlike DSOs in TAFE.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>
Highlights
IntroductionJacqueline Caskey WHEN DISABILITY SERVICE OFFICERS BECOME STREET-LEVEL ADVOCATES IN QUEENSLAND TECHNICAL AND FURTHER EDUCATION CONTEXTS THROUGH ARISTOTLE’S NICOMACHEAN ETHICS educational support of dyslexia (Andresen, Anmarkrud, Salmerón, & Bråten, 2019; Gilger, 2017)
The six Disability Officers (DOs) interviewed for this study provided support strategies for students with disabilities, enrolled in Vocational Educational and Training (VET) programs in Technical and Further Education (TAFE) Colleges
Good deeds of Aristotle are compared with the new professional role of DOs in TAFE Colleges
Summary
Jacqueline Caskey WHEN DISABILITY SERVICE OFFICERS BECOME STREET-LEVEL ADVOCATES IN QUEENSLAND TECHNICAL AND FURTHER EDUCATION CONTEXTS THROUGH ARISTOTLE’S NICOMACHEAN ETHICS educational support of dyslexia (Andresen, Anmarkrud, Salmerón, & Bråten, 2019; Gilger, 2017) During this time, the years 2013-2016, the national training organisation of TAFE had been going through systemic change (North Coast Institute of TAFE - New South Wales, 2013; Queensland Skills and Training Taskforce Committee, 2012a, 2012b, 2012c). TAFE Institutes were reducing the number of courses, lower level courses were being reduced and there was an introduction of diploma and bachelor degree programs (Wheelahan, 2011, 2015; Wheelahan, Arkoudis, Moodie, Fredman, & Bexley, 2012; Wheelahan, Moodie, Billett, & Kelly, 2009) These changes put DOs under pressure and made it difficult for them to provide appropriate pathways and support, to people with diverse learning requirements. It was identified there was a lack of research in the DO role in Australian TAFE (McCabe, 2001; Tanner, 2010)
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