From disability to learning gap. How some schools have accomplished it

Carter, Susan (2013) From disability to learning gap. How some schools have accomplished it. In: Biennial Joint Conference for Learning Difficulties Conference (LDA 2013): Pedagogy in Practice, 20-21 Sep 2013, Brisbane, Australia.

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Abstract

This pilot study looks at the mathematics instructional practices and testing accommodations adopted by special education teachers, Support Teachers Literacy and Numeracy and general education teachers. The views and experiences of three participants all performing different roles in primary schools are presented in this paper. This study has been developed in two parts. The first part has been a quantitative study and the results of this will be published independently. The second part of the study, reported in this paper, is qualitative utilising a case study methodology. The findings suggest that decisions regarding the selection and implementation of instructional practices and accommodations are made in a collaborative manner, with three specific layers: firstly from a whole school perspective; then refined by teams of teachers and often involving the Head of Special Education, the Head of Curriculum, The Support Teacher Literacy and Numeracy; and thirdly by the individual class teacher. It appears from the findings that decisions are made with emphasis on the needs of the individual child and the specific gap in their learning rather than on the basis of a specific disability label.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 04 Jun 2014 02:46
Last Modified: 16 Jun 2017 03:28
Uncontrolled Keywords: support teachers literacy and numeracy; mathematics instructional practices; testing accommodations
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/24594

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