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Partnerships Between Special Schools and Units and Regular Schools in South Australia

Published online by Cambridge University Press:  26 February 2016

Liz Horrocks
Liz Horrocks*
Affiliation:
Flinders University of South Australia
*
Correspondence concerning this article should be addressed to : Liz Horrocks, Department of Education and Children's Services. Phone: (08) 8226 1772. E-mail: [email protected]
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Abstract

Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 27 , Issue 1 , January 2003 , pp. 18 - 28
Copyright
Copyright © The Australian Association of Special Education 2003

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