Academic literature on the topic 'Special education Victoria'
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Journal articles on the topic "Special education Victoria"
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.
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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1080/10300110701704937.
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Wu, Chi-Cheng, and Linda Komesaroff. "An Emperor with No Clothes? Inclusive Education in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 129–37. http://dx.doi.org/10.1017/s1030011200025665.
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In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students’ reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students.
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Skora, Helena, Bob Pillay, and Ishwar Desai. "Curricular skills valued by Parents of Children attending special developmental Schools in Victoria." Australasian Journal of Special Education 25, no. 1 (2001): 4–16. http://dx.doi.org/10.1080/1030011010250103.
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Williams, Brian. "Dr john Fishbourne: A pioneer in the evolution of special education in victoria." Melbourne Studies in Education 31, no. 1 (January 1989): 72–90. http://dx.doi.org/10.1080/17508488909556232.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.
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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
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SZADAY, CHRISTOPHER, DES PICKERING, and PAUL DUERDOTH. "ONE IN ELEVEN: PUPILS REQUIRING SPECIAL EDUCATIONAL ASSISTANCE IN CATHOLIC SCHOOLS IN THE AUSTRALIAN STATE OF VICTORIA." British Journal of Educational Psychology 59, no. 3 (November 1989): 361–65. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03110.x.
Full textDissertations / Theses on the topic "Special education Victoria"
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Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
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This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
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Adam, Tas. "Determining an e-learning model for students with learning disabilities : an analysis of web-based technologies and curriculum." Thesis, 2010. https://vuir.vu.edu.au/18969/.
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This thesis investigates the impact of ICT on the learning outcomes for Learning
Disabilities (LD) or special needs students, in a special school setting. The literature
reported a significant prevalence of LD universally, ranging from physical and mild to
extreme disabilities. It highlighted that there are a significant number of students with
learning disabilities who require assistance and support in their learning. Assistive
technology plays a significant role for educators and students with learning disabilities
in facilitating the learning outcomes. The Internet and Information and Communication
Technologies (ICT) play a major part in shaping the knowledge and skills of LD
students. Assistive technology has introduced awareness for both educators and
students and, for the past decade, there has been a growing effort in designing and
developing ICT based platforms to enhance the learning outcomes of these students.
With the emergence of new technologies like Web 2.0, the need to design appropriate
tools and provide an environment that is conducive to successful learning is stronger.
This thesis examines the various teaching methodologies and ICT innovation in a
holistic way. The literature shows that although there are some studies that investigate
the impact of technology on the learning for special needs students, most of the data are
second source. This study presents results from participant observations in two outer
suburban special schools with students aged between 14-18 years, and in addition,
examines the role and impact of Education Department policies on the schools‘ ICT
environment. These observations are compared with a study based on an individual
case of a student from Prep to Year 12 and TAFE. This study identified different
categories of special needs students who were catered for in these special schools.
These ranged from students with physical or cognitive disabilities, to mainstream
students placed temporarily in a hospital. The latter group received ICT support to
continue their studies which is now facilitated through a virtual classroom environment.
Books on the topic "Special education Victoria"
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Auditor-General, Victoria Office of the. Programs for students with special learning needs. Melbourne, Vic: Victorian Government Printer, 2012.
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Weinstein, Benjamin. Local Government. Edited by David Brown, Gordon Pentland, and Robert Crowcroft. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198714897.013.11.
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This chapter considers the practices, cultures, and institutional development of local government between the Municipal Corporations Act of 1835 and the Scottish and Welsh Local Government Acts of 1994. The chapter pays special attention to local government’s centrality to Victorian conceptions of the state and to the important role which Victorians assigned to local government in furthering ‘political education’ among an ever-growing body of parliamentary voters. The chapter goes on to contrast the vitality of Victorian and early twentieth-century local government with the declining profile of local government during the second half of the twentieth century.
Book chapters on the topic "Special education Victoria"
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Ifill, Helena. "Introduction." In Creating character. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781784995133.003.0001.
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The introduction provides an overview of the intertwined strands which run through Creating character. Sensation fiction is introduced as a genre which was itself seen by Victorian literary critics as a negative determinant which could corrupt readers, and which both Victorian and modern critics have identified as predominantly concerned with plotting rather than characterisation. Contrastingly, I argue that sensation fiction is in fact very concerned with the creation of character and is sensitive to the varied ways in which the personality can be formed, modified and corrupted; the emphasis on plot is in fact an acknowledgement of the many uncontrollable factors which can dictate the course of a person’s life. Next, the relevant contextual background of ongoing scientific, medical and educational debates is explained, ranging from early theories of moral management, through Darwin’s On the Origin of Species (1859) and onwards to the development of degenerationist and eugenicist thought. Recurring topics of criminality, insanity and education are also introduced here, as are the theories of some of the prominent Victorian medical people whose work is drawn on extensively in future chapters. The Introduction ends with a summary of what the reader can expect in the rest of the book.
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Jones, Max. "Measuring the World: Exploration, Empire and the Reform of the Royal Geographical Society, c. 1874–93." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0014.
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This chapter discusses the relationship between geography, exploration and empire. It focuses on the Royal Geographical Society (RGS) and how it influenced the organisation of knowledge in Victorian Britain. It describes the transformation of the RGS, resulting from four forces in which new imperialism acted as catalyst rather than a cause: firstly, the scientific revolution unleashed by the publication of Darwin’s Origin of Species in 1859; secondly, the global rise of ideas of bureaucratic government and expertise; thirdly, the expansion of the British education system; and finally, the challenge posed by the inexorable extension of the map of the world.
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Nowak, Margi. "Chapter Thirteen. Dramas, Fields, and “Appropriate Education”: The Ritual Process, Contestation, and Communitas for Parents of Special-Needs Children." In Victor Turner and Contemporary Cultural Performance, 258–72. Berghahn Books, 2022. http://dx.doi.org/10.1515/9780857450371-015.
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Warren, Mark R. "The Movement Spreads." In Willful Defiance, 180–211. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197611500.003.0008.
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Chapter 7 discusses the spread of the movement across the country. It shows how small, under-resourced groups like Racial Justice NOW! in Dayton, Ohio, won significant victories by combining strong parent organizing with critical support from the national Dignity in Schools Campaign. It charts the efforts of Families and Friends of Louisiana’s Incarcerated Children to combat the school-to-prison pipeline in a privatized district dominated by charter schools. It examines the work of the Gwinnett Parent Coalition to Dismantle the School-to-Prison Pipeline outside of Atlanta. It shows how students of color face sharply inequitable discipline despite attending higher performing schools and the challenges of confronting the school-to-prison pipeline in white-dominated districts used to serving majority white populations. The chapter ends in the suburbs surrounding Richmond, Virginia, where local organizers confront a system that has systematically denied educational opportunities to students of color with special needs.
Conference papers on the topic "Special education Victoria"
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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.
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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities.
To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.