Support Teacher (Learning Difficulties): changing roles in Queensland

Document Type

Journal Article

Publisher

Australian Association of Special Education inc

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education

RAS ID

1173

Comments

Forlin, C. (2000). Support Teacher (Learning Difficulties) : changing roles in Queensland. Special Education Perspectives, 9(2) p.3-12.

Abstract

Support for students with learning difficulties is continuing to undergo major change in most Australian states and territories. Traditionally specialist teachers have provided support in a withdrawal mode to students in small groups or in one-to-one sessions. Recently, there have been noticeable changes in the role of the support teacher. This paper reports on a research study that investigates to role of the Support Teacher (Learning Difficulties) in Queensland State Government primary schools. The findings indicate that support has moved from direct input with students towards a more consultative approach. Four key concerns (flexibility, workload, training, and status) are found to underpin the future role of the support teacher and the implications of these concerns are discussed.

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