Changing roles of special education teachers in nsw public Schools

Sustainability

A strong message from the case studies is that there is a joint understanding by all involved, that it takes time to implement a sustainable change and requires additional demands to establish the school and classroom climate and routines before real and sustained progress can be made. While the model of support centre specialists working directly in classrooms makes sense, this model has limited viability in the longer term. DSV is not currently in a position to meet the needs of all teachers, parents and students across the state who could benefit from direct support at this level. However, the basic elements of the transition support approach are a more sustainable option for any setting.

Potential for adoption in other contexts

There is potential for the DSV model to be used in other contexts. The notion of providing access to specialist consultants in this form could apply to a range of areas of inclusion of students with disability. Both models of consultancy support — direct classroom support as well as briefing teachers and teacher aides — are highly valued and have a key role in equipping teachers and parents to manage the learning environment for students with Down syndrome. The case studies confirm that the DSV model provides highly effective support.

Notes

The case study commenced with a visit to the offices of Down Syndrome Victoria (DSV) in November 2012 that included a briefing from the Executive Officer of the organisation about the role of Down syndrome specialist consultants in five schools. This was followed by an extended interview with a staff member who visits schools and supports the students in the regular classroom setting, and site visits to two primary schools to see the programme in action. A second round of interviews and school visits was conducted in November 2013.