Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-22T06:46:19.117Z Has data issue: false hasContentIssue false
  • English
  • Français

A Collaborative Approach to Meeting the Requirements of the Nationally Consistent Collection of Data: An Action Research Approach

Part of: AJSIE Special Education Perspectives

Published online by Cambridge University Press:  07 July 2020

Linda Birzenieks ,
Lisa Hivers ,
Naomi Cole ,
Eleisha Smyth ,
Lena Hoffman Raap ,
Jane Smith ,
Justin Wood ,
Sue Roche ,
Andrew Wrigley  and
Michael Arthur-Kelly
Linda Birzenieks
Affiliation:
Galilee School, Australia
Lisa Hivers
Affiliation:
Galilee School, Australia
Naomi Cole
Affiliation:
Trinity Christian School, Australia
Eleisha Smyth
Affiliation:
Trinity Christian School, Australia
Lena Hoffman Raap
Affiliation:
Orana Steiner School, Australia
Jane Smith
Affiliation:
Radford College, Australia
Justin Wood
Affiliation:
Radford College, Australia
Sue Roche
Affiliation:
Association of Independent Schools of the ACT, Australia
Andrew Wrigley
Affiliation:
Association of Independent Schools of the ACT, Australia
Michael Arthur-Kelly*
Affiliation:
University of Newcastle, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach to professional learning for school staff was facilitated with the participating schools in 2018/2019, centred on the Nationally Consistent Collection of Data on School Students with Disability.

Keywords

action researchprofessional learninginclusive practices
Type
Special Education Perspectives
Information
Australasian Journal of Special and Inclusive Education , Volume 44 , Issue 2 , December 2020 , pp. 129 - 140
Copyright
© The Author(s) 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of David Paterson.

References

Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian professional standards for teachers. Retrieved from https://www.aitsl.edu.au/teach/standards Google Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2017). The essential guide to professional learning: Collaboration. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/the-essential-guide-to-professional-learning-collaboration Google Scholar
Commonwealth of Australia. (1992). Disability Discrimination Act 1992. Retrieved from https://www.legislation.gov.au/Details/C2018C00125 Google Scholar
Commonwealth of Australia. (2006). Disability standards for education 2005. Retrieved from https://www.education.gov.au/disability-standards-education-2005 Google Scholar
Education Council. (2018). Nationally consistent collection of data: School students with disability 2018 guidelines. Retrieved from Australian Government Department of Education website: https://docs.education.gov.au/documents/guidelines-nationally-consistent-collection-data-school-students-disability-2018 Google Scholar
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531–540. https://doi.org/10.1177/1049731509335549 CrossRefGoogle Scholar
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Thousand Oaks, CA: Corwin.Google Scholar
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). London, UK: Routledge. https://doi.org/10.4324/9780203105313 CrossRefGoogle Scholar