The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

The education of Australian students with the most severe intellectual disabilities continues to present substantial challenges to policymakers, practitioners and families. These are complex and involve philosophy and ethics generally, and curriculum assessment and pedagogy specifically. In light of...

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Bibliographic Details
Published in:Australasian journal of special and inclusive education 2012-07, Vol.36 (1), p.79-95
Main Authors: Lyons, Gordon, Cassebohm, Michele
Format: Article
Language:English
Subjects:
Australia
Curriculum
Curriculum development
Education policy
Educational History
Educational Methods
Educational Needs
Educational policy
Educational trends
Ethics
Foreign Countries
Futures (Of society)
Inclusive education
Individualized Education Programs
Mainstreaming
Severe Intellectual Disability
Severe Mental Retardation
Special Education
Special needs students
Student assessment
Student Needs
Students with disabilities
Teaching Methods
Teaching process
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Summary:The education of Australian students with the most severe intellectual disabilities continues to present substantial challenges to policymakers, practitioners and families. These are complex and involve philosophy and ethics generally, and curriculum assessment and pedagogy specifically. In light of the various phases of development for an Australian Curriculum, the authors advocate for broad-based debate about the nature of education for these students. To prime discussion, this paper looks at the past, present and possible futures with respect to the education of Australian students with the most severe intellectual disabilities.
ISSN:1030-0112
2515-0731
1833-6914
2515-074X
DOI:10.1017/jse.2012.8