Curriculum Policies for Students with Special Needs in Australia

Autor/inn/en	Aspland, Tania; Datta, Poulomee; Talukdar, Joy
Titel	Curriculum Policies for Students with Special Needs in Australia
Quelle	In: International Journal of Special Education, 27 (2012) 3, S.36-44 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Curriculum Development; Foreign Countries; Special Needs Students; State Standards; Educational Policy; Accessibility (for Disabled); Curriculum Evaluation; Curriculum Research; Policy Analysis; Educational Objectives; Position Papers; Relevance (Education); Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Accessibility; Zugänglichkeit; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Politikfeldanalyse; Educational objective; Bildungsziel; Erziehungsziel; Positionspapier; Relevance; Relevanz; Australien
Abstract	The curriculum policies for students with special needs across Australia have been reviewed. The Curriculum Framework in the Australian Capital Territory is used to inform their school based curriculum. The Northern Territory Curriculum Framework describes what learners are expected to achieve and what learners have achieved. The New South Wales and Western Australian Curriculum Framework identifies some essential and fundamental learning in each subject area and common outcomes for all students. The Tasmanian curriculum is organised into areas and standards, the areas being content based. The Queensland Curriculum, Assessment and Reporting Framework is based on a set of essential learnings embedded within standards across all key subjects. The South Australian Curriculum, Standards and Accountability Framework are also based on essential learnings constituting of a series of expected outcomes in each subject area. The Victorian Essential Learning Standards outlines a set of common state-wide standards which schools use to plan student learning programs. In spite of each of the state and territory government's commitment towards inclusion, as manifested in the curricular provisions, the present review surfaces the lack of specialised documentation for these discrete group of learners. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10