• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Adjustments to Curriculum for Australian School-Aged Students with Disabilities: What’s Reasonable?

    Thumbnail
    View/Open
    Poed_2016_01Thesis.pdf (2.854Mb)
    Author(s)
    Poed, Shiralee
    Primary Supervisor
    Keen, Deborah
    Year published
    2016
    Metadata
    Show full item record
    Abstract
    This study explored Australian discrimination cases involving students with disabilities to identify why adjustments to curriculum were a source of tension, and then further examine what were reasonable adjustments? Despite parents and educators citing tensions surrounding the provision of adjustments in discrimination claims, few studies have examined how commissioners and judges have determined the reasonableness of curriculum adjustments. Using a qualitative line of inquiry, 134 Australian judicial decisions involving 84 students with disabilities were initially identified and examined using the explanation of reasonableness, ...
    View more >
    This study explored Australian discrimination cases involving students with disabilities to identify why adjustments to curriculum were a source of tension, and then further examine what were reasonable adjustments? Despite parents and educators citing tensions surrounding the provision of adjustments in discrimination claims, few studies have examined how commissioners and judges have determined the reasonableness of curriculum adjustments. Using a qualitative line of inquiry, 134 Australian judicial decisions involving 84 students with disabilities were initially identified and examined using the explanation of reasonableness, outlined in section 3.4 of the Disability Standards for Education 2005 (DSE). Analysis of the 134 decisions revealed an upward trend in litigation, with claims mainly emerging in Government schools, particularly in New South Wales, Victoria, and Queensland. After eliminating cases where issues around curriculum were not discussed, 92 judicial decisions involving 54 Australian students with disabilities remained, and were the focus for detailed analysis. The first sub-question explored what counted as a disability when determining adjustments to curriculum. Findings revealed tensions around the qualifications of practitioners diagnosing disabilities, and the validity of assessment measures used with some populations. Findings further revealed tensions relating to the record-keeping practices of both families and schools. Concerns were noted in relation to students who chose not to disclose their disability, students ineligible for additional resourcing, and students where the impact of the disability on learning fluctuated. A key implication from these findings was the need to address the discrepancy between the legislated definition of disability, and that used by schools to identify students eligible for additional resourcing to support their educational needs.
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/3658
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    School curriculum
    Students with disabilities
    Disability Standards for Education 2005 (DSE)
    Publication URI
    http://hdl.handle.net/10072/365259
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E
    • TEQSA: PRV12076

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander