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A Collaborative Approach to Meeting the Requirements of the Nationally Consistent Collection of Data: An Action Research Approach

Part of: AJSIE Special Education Perspectives

Published online by Cambridge University Press:  07 July 2020

Linda Birzenieks ,
Lisa Hivers ,
Naomi Cole ,
Eleisha Smyth ,
Lena Hoffman Raap ,
Jane Smith ,
Justin Wood ,
Sue Roche ,
Andrew Wrigley  and
Michael Arthur-Kelly
Linda Birzenieks
Affiliation:
Galilee School, Australia
Lisa Hivers
Affiliation:
Galilee School, Australia
Naomi Cole
Affiliation:
Trinity Christian School, Australia
Eleisha Smyth
Affiliation:
Trinity Christian School, Australia
Lena Hoffman Raap
Affiliation:
Orana Steiner School, Australia
Jane Smith
Affiliation:
Radford College, Australia
Justin Wood
Affiliation:
Radford College, Australia
Sue Roche
Affiliation:
Association of Independent Schools of the ACT, Australia
Andrew Wrigley
Affiliation:
Association of Independent Schools of the ACT, Australia
Michael Arthur-Kelly*
Affiliation:
University of Newcastle, Australia
*
*Corresponding author. Email: michael.arthur-kelly@newcastle.edu.au
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Abstract

This paper describes a collaborative approach to professional learning that has provided an opportunity for refreshed practices and growth in capacity in schools supporting students with various learning needs in several schools that are part of the Association of Independent Schools in the Australian Capital Territory. An action research approach to professional learning for school staff was facilitated with the participating schools in 2018/2019, centred on the Nationally Consistent Collection of Data on School Students with Disability.

Keywords

action researchprofessional learninginclusive practices
Type
Special Education Perspectives
Information
Australasian Journal of Special and Inclusive Education , Volume 44 , Issue 2 , December 2020 , pp. 129 - 140
Copyright
© The Author(s) 2020

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Footnotes

†

This manuscript was accepted under the Editorship of David Paterson.

References

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