A report on the role of the support teacher (learning difficulties) in regular schools in Queensland in 1999

Working paper


Forlin, Chris. 2000. A report on the role of the support teacher (learning difficulties) in regular schools in Queensland in 1999. Toowoomba, Australia. University of Southern Queensland.
Title

A report on the role of the support teacher (learning difficulties) in regular schools in Queensland in 1999

Report TypeWorking paper
Authors
AuthorForlin, Chris
Institution of OriginUniversity of Southern Queensland
Number of Pages44
SeriesOccasional Paper
Year2000
PublisherUniversity of Southern Queensland
Place of PublicationToowoomba, Australia
ISSN1448-9155
Web Address (URL)https://trove.nla.gov.au/work/11129138?selectedversion=NBD10565080
Abstract

In recent years there has been a noticeable change in the focus of the role of teachers who provide support for children with learning difficulties or disabilities. This report outlines the finding of research undertaken in 1999 to clarify and document the role of the Support Teacher (Learning Difficulties) in regular schools in Queensland. Support teachers (N=196) responded to a postal questionnaire about a range of issues associated with their role including time allocation, training, activities required, types of provision of support, identification and assessment, and school policy. In addition, information was obtained on the demographics of their position and about students with impairments and students with special educational needs in their schools.

Keywordsspecial education; disabled; special needs; teachers
ANZSRC Field of Research 2020490501. Applied statistics
390307. Teacher education and professional development of educators
390411. Special education and disability
Byline AffiliationsFaculty of Education
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