TY - JOUR
T1 - Decision-making regarding adjustments for students with special educational needs in mainstream classrooms
AU - Carter, Mark
AU - Webster, Amanda
AU - Stephenson, Jennifer
AU - Waddy, Neale
AU - Stevens, Robert
AU - Clements, Melissa
AU - Morris, Talia
PY - 2020/12/30
Y1 - 2020/12/30
N2 - The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to which decisions were subject to review. The focus of decision-making processes also varied, with some schools focusing on funding and resource allocation and others on broader support considerations. Schools used a range of formal and informal levels of decision-making but the degree to which they agreed on factors that underpinned decisions (values, legal considerations, etc.) was variable and sometimes limited. Possible explanations for the observed patterns of decision-making are offered, practical implications considered and directions for future research outlined.
AB - The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to which decisions were subject to review. The focus of decision-making processes also varied, with some schools focusing on funding and resource allocation and others on broader support considerations. Schools used a range of formal and informal levels of decision-making but the degree to which they agreed on factors that underpinned decisions (values, legal considerations, etc.) was variable and sometimes limited. Possible explanations for the observed patterns of decision-making are offered, practical implications considered and directions for future research outlined.
KW - special educational needs
KW - decision-making
KW - adjustments
KW - mainstream schools
UR - http://www.scopus.com/inward/record.url?scp=85098649564&partnerID=8YFLogxK
U2 - 10.1080/02671522.2020.1864768
DO - 10.1080/02671522.2020.1864768
M3 - Article
AN - SCOPUS:85098649564
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
ER -