Curriculum in conflict: influences of Australian teacher's decision-making for students with complex disabilities.
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| Title: | Curriculum in conflict: influences of Australian teacher's decision-making for students with complex disabilities. |
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| Authors: | Rendoth, Tess1 (AUTHOR) tess.rendoth@newcastle.edu.au, Foggett, Judith1 (AUTHOR), Duncan, Jill1 (AUTHOR), Colyvas, Kim2 (AUTHOR) |
| Source: | Journal of Curriculum Studies. Apr2025, Vol. 57 Issue 2, p94-110. 17p. |
| Subject Terms: | *Educational standards, *Inclusive education, *Teacher influence, *Teachers, *Students with disabilities |
| Abstract: | This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of teachers who work in government-funded specialist educational settings. Findings show that teachers have prominent levels of emotionality, a drive for creativity and dedication to inclusive practice, but ultimately work within a context perceived through conflict and dilemma. Previous related decision-making models are used to compare results, with some distinct differences emerging. Findings indicate that rather than enabling inclusion, standardized curriculums create an environment of professional (self)exclusion and reduce access to professional support. Increases in responsibility burden and negative emotional effects are explored. Although teachers view access to standardized curriculum programs as vital to educational inclusion and the enhancement of their professional expertise, the utilization of the current offering in Australia is makeshift at best and fraught with internal conflict. The implications of these findings are discussed, and future recommendations for research are prioritized. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184138583 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184138583 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220272.2024.2375229 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 94 Subjects: – SubjectFull: Educational standards Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Teacher influence Type: general – SubjectFull: Teachers Type: general – SubjectFull: Students with disabilities Type: general Titles: – TitleFull: Curriculum in conflict: influences of Australian teacher's decision-making for students with complex disabilities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rendoth, Tess – PersonEntity: Name: NameFull: Foggett, Judith – PersonEntity: Name: NameFull: Duncan, Jill – PersonEntity: Name: NameFull: Colyvas, Kim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 57 – Type: issue Value: 2 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
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