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

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Title: Caught in the Frontline: Examining the Introduction of a New National Data Collection System for Students with Disability in Australia
Language: English
Authors: Gallagher, J. (ORCID 0000-0002-3247-4687), Spina, N. (ORCID 0000-0002-2923-0104)
Source: International Journal of Inclusive Education. 2021 25(12):1410-1424.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Data Collection, Program Implementation, Students with Disabilities, Foreign Countries, Educational Policy, Educational Finance, Student Evaluation, Inclusion, Elementary School Teachers, Principals, Teacher Attitudes, Administrator Attitudes
Geographic Terms: Australia
DOI: 10.1080/13603116.2019.1614231
ISSN: 1360-3116
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1310742
Database: ERIC
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  Data: Caught in the Frontline: Examining the Introduction of a New National Data Collection System for Students with Disability in Australia
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  Data: <searchLink fieldCode="AR" term="%22Gallagher%2C+J%2E%22">Gallagher, J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3247-4687">0000-0002-3247-4687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Spina%2C+N%2E%22">Spina, N.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2923-0104">0000-0002-2923-0104</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2021 25(12):1410-1424.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/13603116.2019.1614231
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  Data: 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.
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