Disproportionate over-representation of Indigenous students in New South Wales government special schools

Linda J. Graham

    Research output: Contribution to journalArticle

    29 Citations (Scopus)

    Abstract

    A significant gap exists in the Australian research literature on the disproportionate over-representation of minority groups in special education. The aim of this paper is to make a contribution to the research evidence-base by sketching an outline of the issue as it presents in Australia's largest education system in the state of New South Wales. Findings from this research show that Indigenous students are equally represented in special schools enrolling students with autism, physical, sensory, and intellectual disabilities, but significantly over-represented in special schools enrolling students under the categories of emotional disturbance, behaviour disorder and juvenile detention. Factors that might influence the disproportionate over-representation of Indigenous children and young people are discussed, and based on these observations, some practical implications for policy and practice are provided.
    Original languageEnglish
    Pages (from-to)163-176
    Number of pages14
    JournalCambridge Journal of Education
    Volume42
    Issue number2
    DOIs
    Publication statusPublished - 2012

    Keywords

    • behaviour disorder
    • disability
    • disproportionate over-representation
    • Indigenous students
    • juvenile justice
    • minority groups
    • special education

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