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ERIC Number: EJ1058249
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-1555-6913
Learner Diversity: A Successful Blended Professional Learning Approach Promoting Quality Inclusion in the United Kingdom and New South Wales, Australia
Clench, Hugh; King, Brian Smyth
Journal of the International Association of Special Education, v15 n2 p127-132 Fall 2014
This paper describes the development of an online training model for teachers and teaching assistants working with students with special educational needs. Originally developed as part of a government funded initiative in the UK, the model has been successfully applied in other contexts, most notably in New South Wales, Australia where it has had a significant impact on the inclusion agenda over most of the country. The deployment of the model across public schools in New South Wales (NSW) is described. The factors leading to successful continuing professional development for teachers are identified from a literature review, and the critical success factors in the online training model are highlighted.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom