- Related consultation
Anonymous Submission 007
Related consultation – Teacher Education Expert Panel Consultation
Submitter information
Name Anonymous
Reform area 1: Strengthening initial teacher education programs to deliver confident, effective, classroom ready graduates.
Q: To what extent would the proposed opportunities strengthen ITE to deliver confident, effective, classroom ready graduates?
To a great extent
Reform area 2: Strengthening the link between performance and funding of initial teacher education.
Q: To what extent would the proposed opportunities provide a strengthened focus on improving the performance of ITE programs?
To a large extent
Reform area 3: Improving the quality of practical experience in teaching.
Q: To what extent would the proposed opportunities improve the quality of practical experience?
To a large extent
Reform area 4: Improving postgraduate initial teacher education for mid-career entrants.
Q: To what extent would the proposed opportunities improve postgraduate programs to attract mid-career entrants?
To a large extent
Feedback
ITE needs to include a greater focus on inclusive education. At the moment our school system is failing students with disability. Many teachers do not have an adequate understanding of the social model of disability, and are stuck in a deficit based paradigm. Non of my son's teachers, many recent graduates, have had any training in supporting students with disability. The recent https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Autism/autism/Report shows how big this failing is.
Recommendation 51
12.176 The committee recommends that the Australian Government work with state and territory education authorities and relevant stakeholders to identify and implement measures to build the capacity of teachers, school leaders and parents to support the inclusion of autistic students in schools. This should include the provision of additional specialist support in schools.
Recommendation 52
12.177 The committee recommends that the Australian Institute of Teaching and School Leadership work with state and territory teacher regulatory authorities to:
ensure all initial teacher education courses include at least two units on inclusive education, with a focus on the functional challenges experienced by autistic students, as well as evidence-based strategies for supporting autistic students in classrooms; and
incorporate autism understanding into professional development requirements tied to teacher registration.
There needs to be a greater focus in ITE on educating teachers about Autism and ADHD, and to providing them with the evidence based skill set to effectively teach neurodivergent students.
This needs to be complemented with a national ongoing professional development package to educate and keep up to date all school leaders and teachers about Autism and ADHD, and to provide them with the evidence based skill set to effectively teach neurodivergent students.