From disability to learning gap. How some schools have accomplished it

Paper


Carter, Susan. 2013. "From disability to learning gap. How some schools have accomplished it." Biennial Joint Conference for Learning Difficulties Conference (LDA 2013): Pedagogy in Practice. Brisbane, Australia 20 - 21 Sep 2013 Melbourne, Australia.
Paper/Presentation Title

From disability to learning gap. How some schools have accomplished it

Presentation TypePaper
Authors
AuthorCarter, Susan
Journal or Proceedings TitleBiennial Joint Conference for Learning Difficulties Conference (LDA 2013)
Number of Pages1
Year2013
Place of PublicationMelbourne, Australia
Web Address (URL) of Paperhttp://lstaq.asn.au/sites/default/files/2013_SusanCarter_FromDisabilityToLearningGap%20.pdf
Conference/EventBiennial Joint Conference for Learning Difficulties Conference (LDA 2013): Pedagogy in Practice
Event Details
Biennial Joint Conference for Learning Difficulties Conference (LDA 2013): Pedagogy in Practice
Event Date
20 to end of 21 Sep 2013
Event Location
Brisbane, Australia
Abstract

This pilot study looks at the mathematics instructional practices and testing accommodations adopted by special education teachers, Support Teachers Literacy and Numeracy and general education teachers. The views and experiences of three participants all performing different roles in primary schools are presented in this paper. This study has been developed in two parts. The first part has been a quantitative study and the results of this will be published independently. The second part of the study, reported in this paper, is qualitative utilising a case study methodology. The findings suggest that decisions regarding the selection and implementation of instructional practices and accommodations are made in a collaborative manner, with three specific layers: firstly from a whole school perspective; then refined by teams of teachers and often involving the Head of Special Education, the Head of Curriculum, The Support Teacher Literacy and Numeracy; and thirdly by the individual class teacher. It appears from the findings that decisions are made with emphasis on the needs of the individual child and the specific gap in their learning rather than on the basis of a specific disability label.

Keywordssupport teachers literacy and numeracy; mathematics instructional practices; testing accommodations
ANZSRC Field of Research 2020520102. Educational psychology
390411. Special education and disability
390402. Education assessment and evaluation
Byline AffiliationsFaculty of Business, Education, Law and Arts
Institution of OriginUniversity of Southern Queensland
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