Presented at ISEC 2000

Literacy and Numeracy of Students with Disabilities

Carolyn Palmer - The Flinders University of South Australia

Abstract

Society places a high value on the attainment of literacy and, throughout the world, the primary focus of education is to establish literacy skills. For students with disabilities, literacy is a right and it continues to receive much attention from professionals and educational decision-makers. Numeracy is also an important educational priority in the complex technological society in which we live. It involves the development of students' understanding and competence with number and quantity, shape and location and interpreting quantitative data (Peach, 1998).

Commissioned by DEETYA this national project was designed to explore contemporary views, theories and practices in literacy and numeracy in Australia. A research team, comprising members from the University of Queensland, Flinders University in South Australia and the University of Melbourne, investigated and mapped the programmes and strategies used to address the special literacy and numeracy needs of students with disabilities in regular classrooms in the early years of schooling.

This paper will discuss the findings of the project to date. These have been compiled from:

• a series of case studies of students with disabilities who are included in regular classes;
• reviews of current research literature focusing on Australian and international research;
• a mapping of pre-service and in-service professional preparation, and;
• an examination of curriculum and policy documents.

An interpretative picture of contemporary views and theories of literacy and numeracy, curriculum, teaching approaches, the use of technology, special equipment and resources, assessment and reporting will be presented. Issues relating to the findings will be raised and recommendations discussed.

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