The following research project was a comparative study of
teachers in Support Units and teachers in Special Schools. They were
teachers currently involved with the implementation of the 1989 NSW
Department of Education Mandatory Curriculum Change for the
education of students with severe intellectual disability.
The purpose of the research was to present a comparative
study on teachers' responses, in both educational settings, examining
their understanding of the curriculum change, the concerns of
individuals and the levels of curriculum usage in relation to the factors
affecting implementation.
The application of the Concerns-Based Adoption Model of
Change (Hall and Loucks, 1987), enabled the study to focus on the
various forms of the innovation, including the innovation configuration,
stages of concern, and the levels of use from the two given
perspectives, teachers in Support Units and teachers in Special
Schools, in relation to the major factors affecting implementation.
The study findings highlighted that in both educational
settings, change is accomplished by individuals and is a highly personal
experience, demanding adequate support by facilitators of the change
through appropriate actions, in order to assist effective and successful
implementation of the change.
| Identifer | oai:union.ndltd.org:ADTP/219501 |
| Date | January 1993 |
| Creators | Phipps, Kathy, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Kathy Phipps |
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