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

Graham, Linda J. (2012) Disproportionate over-representation of Indigenous students in New South Wales government special schools. Cambridge Journal of Education, 41(4), pp. 163-176.

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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.

Impact and interest:

20 citations in Scopus
7 citations in Web of Science®
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ID Code: 57620
Item Type: Journal Article
Refereed: Yes
Keywords: Disproportionate representation, special education, Indigenous, disruptive behaviour, EBD
DOI: 10.1080/0305764X.2012.676625
ISSN: 0305-764X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2012 Taylor & Francis.
Deposited On: 25 Feb 2013 04:55
Last Modified: 08 Jan 2015 00:46

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