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Authors:Anne E Southall, Lindy P Baxter, Fiona Gardner Abstract: Australian Journal of Education, Ahead of Print. Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their practice and relationships and insight into alternate ways of responding. While recommendations in the trauma-informed education literature emphasise the need for schools to support teachers in this deeply reflective work, it is rarely included in implementation practices. This study trials a form of critical reflection, the Reflective Circle Education Model (RCEM), with a group of six teachers in a school in Victoria Australia over a school year. Teacher perspectives on the value of the RECM model to support trauma-informed practice are then discussed. Citation: Australian Journal of Education PubDate: 2023-02-21T01:26:40Z DOI: 10.1177/00049441221146555
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Authors:Francisco Perales, Melissa Johnstone, Ning Xiang, Wojtek Tomaszewski Abstract: Australian Journal of Education, Ahead of Print. Australian children from regional, rural and remote (RRR) areas exhibit lower educational outcomes than their peers in metropolitan areas. The mechanisms driving the comparatively poorer educational outcomes of children in RRR areas, however, are not well understood. This paper proposes and tests two sets of factors that may be responsible for these disparities: population socio-demographic composition and school climate. Using rich survey and linked administrative data from the Longitudinal Study of Australian Children (n = 9,248 observations), we estimate the relative contribution of these sets of factors to RRR children’s disadvantage in NAPLAN numeracy test scores. Our results indicate that both socio-demographic and school climate factors account for part of the educational disparities between children in RRR and metropolitan areas. These findings suggest that hybrid policy approaches that tackle both the social determinants of educational success and use schools as an intervention site are required to close the achievement gap. Citation: Australian Journal of Education PubDate: 2023-02-18T02:18:37Z DOI: 10.1177/00049441231152943
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Authors:Ellie Nik Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2023-02-17T01:19:18Z DOI: 10.1177/00049441231157100
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Authors:Kate de Bruin Pages: 215 - 217 Abstract: Australian Journal of Education, Volume 66, Issue 3, Page 215-217, November 2022.
Citation: Australian Journal of Education PubDate: 2022-11-08T03:53:23Z DOI: 10.1177/00049441221131875 Issue No:Vol. 66, No. 3 (2022)
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Authors:Lisa F Paris, Geoffrey M Lowe, Christina Gray, Angela Perry, Lara Warwick Abstract: Australian Journal of Education, Ahead of Print. Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times. Citation: Australian Journal of Education PubDate: 2022-12-06T11:16:38Z DOI: 10.1177/00049441221137074
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Authors:Sue Walker, Sally Clendon, Jessica Paynter, Beverley Flückiger, Rachael Bowen, Roslyn Sullivan, Marleen Westerveld Abstract: Australian Journal of Education, Ahead of Print. There is increasing awareness of the high levels of support needed for literacy learning for children on the autism spectrum. Although research has investigated the quality of the classroom literacy environment, little attention has been paid to examining the classroom literacy environment in specialist classrooms catering specifically for children on the spectrum. The current study used the Early Language and Literacy Classroom Observation (ELLCO) to guide observations, combined with stimulated recall and semi-structured teacher interviews to explore the classroom environments and teacher practices used to support children on the spectrum. Ten teachers from two primary specialist schools participated. The findings highlighted the strong focus on language development and foundational literacy skills across the early years in both schools. Findings demonstrated the potential utility of an observation checklist such as the ELLCO in guiding observations when augmented by stimulated recall interviews. Suggestions are provided for assessing the literacy environment in specialist classrooms for children on the spectrum. Citation: Australian Journal of Education PubDate: 2022-06-24T09:16:33Z DOI: 10.1177/00049441221107424
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Authors:Mary-anne Macdonald, Eyal Gringart, Sarah Booth, Robert Somerville Abstract: Australian Journal of Education, Ahead of Print. The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument developed by Indigenous scholars at another Australian university, hence we also present construct validation of the instrument for the present sample. The project identified that students entered the units with positive attitudes towards Indigenous peoples and knowledges and found value in their learning. Students reported that the units facilitated authentic engagement with Indigenous standpoints even though some educators were non-Indigenous. Visible pedagogical and content decisions such as Indigenous leadership in the course, collaboration between Indigenous and non-Indigenous staff, professionally relevant learning opportunities, and engaging with Indigenous perspectives through assessment were all identified to be related to positive experiences of learning. Citation: Australian Journal of Education PubDate: 2022-06-24T04:13:54Z DOI: 10.1177/00049441221107974
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Authors:Kate de Bruin First page: 218 Abstract: Australian Journal of Education, Ahead of Print. Inclusive education is a global priority and binding obligation for Australia to meet as a signatory to international human rights treaties. It is also supported by evidence as an effective model of schooling for all students and supporting those with disability. Yet segregation remains deeply embedded within the education systems of all states and territories and the Australian Government has indicated its commitment to retaining it. In this article, I present a policy analysis using the concept of path dependency to identify historical events that created this dual track of segregated and regular education settings as well as the mechanisms that maintain it. I show that eugenic anxieties were fundamental in the formalised creation of segregated education settings. I also show that their expansion was fuelled by the rise of disability assessments, particularly the assessment of intellectual disability, and remain embedded in current policy even when they are antithetical to its goals. I conclude with suggestions for how this might be overcome and what it might take to achieve an inclusive education system in Australia. Citation: Australian Journal of Education PubDate: 2022-09-27T09:24:27Z DOI: 10.1177/00049441221127765
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Authors:Catia Malaquias First page: 235 Abstract: Australian Journal of Education, Ahead of Print. The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for recognition of their fundamental human rights, including their right to education. As a legally binding treaty under international law, imposing obligations on States Parties that signed and ratified it (including Australia), it required those States Parties to bring their domestic legislation into conformity with their CRPD obligations. The Disability Discrimination Act 1992 (DDA), and the Disability Standards for Education 2005 (Standards) made under it, remain the principal Australian statutory protection of the rights of students with disability to access education on the basis of equality and non-discrimination even though the DDA and the Standards preceded the CRPD. This article explores the proposition that the DDA and the Standards do not adequately implement Australia’s international legal obligations in relation to the education of students with disability.Note: This article makes use of agreed or legally defined terms. These terms are presented in italics throughout. Citation: Australian Journal of Education PubDate: 2022-10-04T09:20:39Z DOI: 10.1177/00049441221127454
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Authors:Suzanne Carrington, Carly Lassig, Lara Maia-Pike, Glenys Mann, Sofia Mavropoulou, Beth Saggers First page: 251 Abstract: Australian Journal of Education, Ahead of Print. Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia. Citation: Australian Journal of Education PubDate: 2022-09-28T10:29:08Z DOI: 10.1177/00049441221125282
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Authors:Elizabeth Dickson First page: 265 Abstract: Australian Journal of Education, Ahead of Print. The Disability Discrimination Act 1992 (Cth) (DDA) prohibits discrimination by schools against students with disability. The DDA and the associated Disability Standards for Education 2005 (Cth) (DSE) also impose a positive obligation on schools to make reasonable adjustment for students with disabilities. The promise of inclusion implicit in these laws, however, has not always been delivered upon, as there are still opportunities for schools to exclude students with disabilities, without breaching the laws. This article provides an overview of relevant provisions of the DDA and DSE, before considering the legal barriers to inclusion which have been constructed by courts through their interpretation of the DDA. Citation: Australian Journal of Education PubDate: 2022-10-08T01:59:50Z DOI: 10.1177/00049441221127708
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Authors:Elizabeth Dickson First page: 281 Abstract: Australian Journal of Education, Ahead of Print. The Disability Discrimination Act 1992 (Cth) (DDA) appears to offer powerful remedies to students who have been refused enrolment, excluded after enrolment or denied educational opportunities or benefits because of their disability. The Act prohibits discrimination on the ground of disability in the protected area of education and obligates reasonable adjustment for disability. Over the course of its thirty-year history, court action taken under the DDA has disappointed more students than it has helped. Legislation like the DDA operates within a broader legal system and its remedial effect is affected by that system. Barriers to inclusion have risen from the legal system surrounding the DDA, a system which is complaints-based, adversarial and expensive. An analysis of those barriers is the focus of this article. Citation: Australian Journal of Education PubDate: 2022-09-26T04:44:53Z DOI: 10.1177/00049441221127706
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Authors:Tanya Serry, Pamela Snow, Lorraine Hammond, Emina McLean, Jane McCormack First page: 292 Abstract: Australian Journal of Education, Ahead of Print. We explored the perspectives of school-based educators located in Victoria, Australia, regarding their support of students who have reading difficulties. An anonymous survey was completed by 523 participants, including educators, educational leaders and Student Support Services staff. Results revealed multiple areas of concern related to their capacity to work on reading intervention with these students. Although participants reported that students with reading difficulties were present in most classes, confidence to work effectively with these students was mixed. They described feeling poorly prepared by preservice programs and indicated that insufficient time and mentorship prevented them from serving these students optimally. As a group, they privileged many approaches that align with best practice for struggling readers, such as explicit instruction, but perceived that such practices are not always feasible to implement. Support was also strong for practices considered non-evidence-based, such as adhering to students’ preferred ‘learning-style’. Recommendations for school-based practice, with a specific focus on students with reading difficulties, are made. Citation: Australian Journal of Education PubDate: 2022-10-11T05:11:36Z DOI: 10.1177/00049441221130551
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Authors:Tim Pitman, Matt Brett First page: 314 Abstract: Australian Journal of Education, Ahead of Print. This article explores a century and a half of supporting students with disabilities in Australian higher education, spanning the introduction of mass public education legislation in 1872 through to 2022. The article documents the transition from a paradigm in which disability was not integral to universal public instruction to systemic approaches to provision of reasonable adjustments. This transition has opened opportunities for persons with disabilities in some regards yet impedes full inclusion in others. Theoretically, we draw upon multiple paradigms of disability to explore how disability support has evolved in the Australian higher education sector, including ‘charitable’, ‘inspiration porn’, ‘medical’, ‘social’, ‘prosthetic’ and ‘ecological’ models. We offer qualitative and quantitative examples across time to illustrate these evolving paradigms. We then explore an alternative model of disability, which we define as an ‘Accessible’ model of disability support. Citation: Australian Journal of Education PubDate: 2022-09-27T09:20:02Z DOI: 10.1177/00049441221120713
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