A Little Learning Is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-Makers and School Practitioners

Autor/in	Graham, Linda J.
Titel	A Little Learning Is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-Makers and School Practitioners
Quelle	In: International Journal of Disability, Development and Education, 62 (2015) 1, S.116-132 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2014.955791
Schlagwörter	Special Education; Special Needs Students; Educational Finance; Financial Support; Disabilities; Inclusion; Disability Identification; Teacher Education; Faculty Development; Attitudes toward Disabilities; Teacher Attitudes; Semi Structured Interviews; Special Education Teachers; School Counselors; Foreign Countries; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Bildungsfonds; Finanzielle Förderung; Handicap; Behinderung; Inklusion; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Ausland; Australien
Abstract	This article considers the increased identification of special educational needs in Australia's largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants' narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01