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nderstanding Students with Additional Needs as Learners

Understanding Students with Additional Needs as Learners

Patrick Griffin • Kerry Woods Editors

Understanding Students with Additional Needs as Learners

Editors Patrick Griffin Melbourne Graduate School of Education University of Melbourne Parkville, VIC, Australia

Kerry Woods Assessment Research Centre, Melbourne Graduate School of Education University of Melbourne Parkville, VIC, Australia

ISBN 978-3-030-56595-4    ISBN 978-3-030-56596-1 (eBook) https://doi.org/10.1007/978-3-030-56596-1 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Preface

This book celebrates the results of a project that began in 2004 because a Down syndrome student was excluded from a class during an assessment practical teaching exercise of a student teacher. It ended with seven doctoral studies over a 10-year period describing a curriculum for students with disabilities, or as we prefer to call them – students with additional needs – SWANs. Along the journey, hundreds of teachers, thousands of students and numerous administrators have become absorbed in the ideas behind the project. One state government adopted the project through Karen Underwood as a co-investigator and absorbed the assessment work of the SWANs into a package called ABLES. This helped to disseminate the work of the project into government and independent schools nationally. The volume presents the narrative of the origins of the Students with Additional Needs (SWANs) research project that was conducted over more than 10 years. It discusses the context in which the idea for the SWANs study emerged and the importance of critical incidents in stimula