Contributions from: Jeff Bailey - Australia, Trevor Parmenter - USA, Tony Shaddock - UC
Abstract
As the inclusion debate argues WHERE the best instructional environment lies for students with special needs, the curricula issues of WHAT these students need to learn has received only laconic attention. Regardless of the educational setting, the ascertainment of desirable learning outcomes must be achieved by listening to the voices of stakeholders.
Dowrick, Bailey, Parmenter and Shaddock (1998) developed an approach, which determined desirable learning outcomes for students with intellectual disabilities. Based upon aspects of similar studies in the United States conducted by Lewis, Johnson, Erikson and Bruininks (1994) and Ysseldyke, Thurlow and Erickson (1994), the process was implemented in three schools in two Australian states. Crucial to the process was the initial involvement in each school of a group of stakeholder representatives (which included parents, community representatives, teachers, school executive and personnel as well as the students) who targeted the outcomes through a series on consensus building activities. The researchers then conducted cohort investigations in the targeted outcomes.
This paper will briefly discuss the philosophical basis for the development of this approach as well as the consensus building process that facilitated discussion of the points of views of the stakeholder representatives. The stakeholders' comments regarding their involvement in this process will be identified and the implications for future implementation of this process and its role in school systematic change will be raised.
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