An ‘at‐risk’ curriculum for ‘at‐risk’ students? Special educational needs and disability in the new Australian Curriculum

Philip Garner, Fiona Forbes

Research output: Contribution to JournalArticlepeer-review

Abstract

The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly worldwide in all schools. This has prompted widespread debate regarding the impact of initiatives in Curriculum, Assessment and Reporting for this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to the development of content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by recent policy discussions regarding the inception of a first national Australian Curriculum. It draws purposively on literature relating to developments in England and Wales, where national curriculum provision has existed for over 25 years, as well as the responses of a group of stakeholders (teachers and leaders) from both England/Wales and Australian schools and settings. These data highlight both tension and opportunity in this area of work.
Original languageEnglish
Pages (from-to)225-234
Number of pages9
JournalJournal of Research in Special Educational Needs
Volume15
Issue number4
DOIs
Publication statusPublished - 11 Sep 2013
Externally publishedYes

Fingerprint Dive into the research topics of 'An ‘at‐risk’ curriculum for ‘at‐risk’ students? Special educational needs and disability in the new Australian Curriculum'. Together they form a unique fingerprint.

Cite this