On the pulse of change: the new beat of special education in higher education

Keeffe, Mary and De George-Walker, Linda (2010) On the pulse of change: the new beat of special education in higher education. Australasian Journal of Special Education, 34 (2). pp. 99-108. ISSN 1030-0112

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The roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive
practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with
disabilities, influences the roles and responsibilities of special educators.
This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more
comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this paper will describe how a
qualitative study was used to understand the changing roles and responsibilities of special educators. A case study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs.
Further cross referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and
special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 14 Jun 2011 01:06
Last Modified: 29 Jan 2015 23:27
Uncontrolled Keywords: special education; accreditation; diversity; school responsiveness; student autonomy
Fields of Research (2008): 16 Studies in Human Society > 1605 Policy and Administration > 160506 Education Policy
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9304 School/Institution > 930402 School/Institution Community and Environment
Identification Number or DOI: https://doi.org/10.1375/ajse.34.2.99
URI: http://eprints.usq.edu.au/id/eprint/9268

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