Caught in the Frontline: Examining the Introduction of a New National Data Collection System for Students with Disability in Australia

Autor/inn/en	Gallagher, J.; Spina, N.
Titel	Caught in the Frontline: Examining the Introduction of a New National Data Collection System for Students with Disability in Australia
Quelle	In: International Journal of Inclusive Education, 25 (2021) 12, S.1410-1424 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, J.) ORCID (Spina, N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1614231
Schlagwörter	Data Collection; Program Implementation; Students with Disabilities; Foreign Countries; Educational Policy; Educational Finance; Student Evaluation; Inclusion; Elementary School Teachers; Principals; Teacher Attitudes; Administrator Attitudes; Australia + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Politics of education; Bildungspolitik; Bildungsfonds; Schulnote; Studentische Bewertung; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehrerverhalten; Australien
Abstract	In Australia, a new system of collecting data on school-aged students with disability is in the early phases of implementation. The "nationally consistent collection of data on school-age students with disability" (NCCD) establishes a mandatory data collection process in which teachers categorise and report on individual students' level of additional educational needs. This data is used to determine funding allocations for students with disability. Under this policy, teachers are responsible for assessing students' needs, and for documenting their own teaching practice. This paper reports on the early phases of policy implementation. It presents data from teachers at two schools to make visible the new work teachers must undertake. Drawing on Dorothy E. Smith's sociological contributions, we show how the NCCD reorients teachers' work towards documentation and the production of evidence. After exploring teachers' work, we analyse how the NCCD is being taken up in ways that do not contribute to policy aims of ensuring teachers are better able to understand and meet student requirements. Our aim is to understand how the everyday realities of how teachers' work intersects with NCCD goals, and whether this new national policy is likely to make sustained inroads into achieving broader inclusive education ideals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01