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Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences

Published online by Cambridge University Press:  28 August 2018

Julie M. McMillan ,
Karyn L. Carson ,
Peter M. Walker ,
Anna G. Noble ,
Jane M. Jarvis  and
Kerry A. Bissaker
Julie M. McMillan*
Affiliation:
Flinders University, Australia
Karyn L. Carson
Affiliation:
Flinders University, Australia
Peter M. Walker
Affiliation:
Flinders University, Australia
Anna G. Noble
Affiliation:
Flinders University, Australia
Jane M. Jarvis
Affiliation:
Flinders University, Australia
Kerry A. Bissaker
Affiliation:
Flinders University, Australia
*
Correspondence: Julie McMillan, College of Education, Psychology and Social Work, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia. Email: [email protected]
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Abstract

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.

Keywords

curriculumdisabilityspecial educationteacher educationprofessional learning
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 42 , Issue 2 , December 2018 , pp. 127 - 142
Copyright
Copyright © The Author(s) 2018 

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Footnotes

*This manuscript was accepted under the Editorship of Umesh Sharma.

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