ERIC Number: EJ1050447
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 17
A Little Learning Is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-Makers and School Practitioners
Graham, Linda J.
International Journal of Disability, Development and Education, v62 n1 p116-132 2015
This article considers the increased identification of special educational needs in Australia's largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants' narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.
Descriptors: Special Education, Special Needs Students, Educational Finance, Financial Support, Disabilities, Inclusion, Disability Identification, Teacher Education, Faculty Development, Attitudes toward Disabilities, Teacher Attitudes, Semi Structured Interviews, Special Education Teachers, School Counselors, Foreign Countries, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia