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A Little Learning is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-makers and School Practitioners
Open accessAbstract
This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.
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“Categorical resource allocation methods are problematic because linking funding to diagnoses is known to drive diagnosis in eligible categories and to encourage substitution of diagnoses from unfunded to funded categories, e.g.substituting a diagnosis of Attention Deficit Hyperactivity Disorder with Autism Spectrum Disorder (Graham 2015a;Skellern et al. 2005).”
From Designing out barriers to student access and participation in secondary school assessment (2018) · cites this paper as Graham 2015a
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References 13 · Cited by 28
Research works printed but not linked: 17
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- Miles M. B., 1983, Qualitative data analysis
- Organisation for Economic Co-operation and Development (OECD), 1999, Inclusive education at work: Students with disabilities in mainstream schools
- Pope A., 2002, Alexander Pope: Selected poetry and prose, 10.4324/9780203200292 · DOI
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Metadata
- Authors
- Graham, L. J.
- Affiliations
- Queensland University of Technology (AU)
- Corresponding author
- Graham, Linda J.
- ORCID
- Graham, Linda J.
- Venue
- International Journal of Disability, Development and Education
- Publisher
- Informa UK Limited
- Published
- 2014-10-27
- Volume
- 62
- Issue
- 1
- Pages
- 116-132
- ISSN
- 1034-912X (ISSN-L)
- 1465-346X
- OpenAlex
- W995242460
- Cited by
- 28
- References
- 13
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 2 · 2022: 4 · 2021: 3 · 2020: 4 · 2019: 3 · 2018: 2 · 2017: 1 · 2016: 1 · 2015: 5
- FWCI
- 11.99
- Type
- journal article
- Language
- en
- Open access
- green
- purl.org
- Locations
- International Journal of Disability Development and Education (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Faculty of Education
- Funders
- Australian Research Council (DP1093020)
- Topics
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- special educational needs, identification of special educational needs, school practitioners, official statistics, funding eligibility, school counselors, teachers, learning support teachers, teaching assistants
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- CoChat. (2026). Citation check: A Little Learning is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-makers and School Practitioners. https://app.cochat.ai/papers/10.1080/1034912x.2014.955791
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- Graham, L. J. (2015). A Little Learning is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-makers and School Practitioners. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912x.2014.955791
