ABSTRACT

The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to which decisions were subject to review. The focus of decision-making processes also varied, with some schools focusing on funding and resource allocation and others on broader support considerations. Schools used a range of formal and informal levels of decision-making but the degree to which they agreed on factors that underpinned decisions (values, legal considerations, etc.) was variable and sometimes limited. Possible explanations for the observed patterns of decision-making are offered, practical implications considered and directions for future research outlined.

摘要

本研究的目的是研究如何做出决定，以及谁参与了为澳大利亚主流学校有特殊教育需求的学生提供调整的决策。共有 22 所学校的 107 名利益相关者接受了采访。参与决策的情况各不相同，学生参与的可能性最小。合作的程度和性质以及对决定进行审查的程度各不相同。决策过程的重点也各不相同，一些学校侧重于资金和资源分配，而另一些则侧重于更广泛的支持考虑。学校使用了一系列正式和非正式级别的决策，但他们对支持决策的因素（价值观、法律考虑等）达成一致的程度。) 是可变的，有时是有限的。提供了对观察到的决策模式的可能解释，考虑了实际影响并概述了未来研究的方向。