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|Title:||Insights into the school reporting policies across Australia for students with special needs|
|Citation:||Curriculum and Teaching, 2011; 26(2):73-83|
|Publisher:||James Nicholas Publishers Pty Ltd|
|Tania Aspland and Poulomee Datta|
|Abstract:||The reporting policies across Australia are critiqued. In the Australian Capital Territory, the reporting is carried out against the goals and priorities identified in the Individual Learning Plan. Reporting in the Northern Territory is facilitated by providing a reference for communicating the level of student achievement throught a standardised judgement. In New South Wales, the reporting structure is standards based emphasizing students' achievements and to set expectations for the next stage. In Tasmania, the reports for students with special needs are negotiated on an individual basis as part of each child's Individual Education Programme. In Western Australia, school-based and external assessments are combined in equal proportion for reporting. Queensland reports student progress against clear achievement expectations and standards using a five point scale. The Negotiated Education Plan forms the back-bone of reporting in South Australia. The individual learning plan provides an important focus for reporting to parents in Victoria.|
|Keywords:||Special Educational Needs (SEN); Individual Learning Plan (ILP); National Assessment Programme Literacy and Numeracy (NAPLAN); Individual Education Programme (IEP); mandated curriculum; modified outcomes; Negotatiated Education Plan (NEP); students with disabilities|
|Rights:||© 2011 James Nicholas Publishers|
|Appears in Collections:||Education publications|
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