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Content analysis followed a set of content-area elements reflecting skills and knowledge identified in Australian literature for special educators. For 28 courses from 21 universities, the presence or absence of each element was coded for core and elective units. Results showed coverage of generic teaching and research use, while more specialist areas, such as explicit literacy and numeracy instruction strategies, were missing in over half.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-australian-special-educators-courses-and-content-part-4-academic-article/594109/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-australian-special-educators-courses-and-content-part-4-academic-article/594109.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to analyze the courses?","Question",{"text":112,"@type":113},"The study examined postgraduate special and/or inclusive teacher education courses using publicly available university website materials. A content analysis framework was built from literature-identified elements of desirable knowledge and skills, then coded for courses and their core or elective units.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of content were most commonly included?",{"text":117,"@type":113},"Most courses covered generic content such as teaching strategies and evaluating and using research.",{"name":119,"@type":110,"acceptedAnswer":120},"Which specialist content was frequently missing?",{"text":121,"@type":113},"More specialist content—particularly explicit teaching strategies and instruction in literacy and numeracy—was absent from over half of the courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594109,1792165761,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 10 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>Preparing Australian Special Educators: Courses and Content\u003Cbr>Jennifer Stephenson Macquarie University\u003Cbr>Rahul Ganguly\u003Cbr>Charles Sturt University\u003Cbr>Coral Kemp\u003Cbr>Macquarie University\u003Cbr>Catherine Salisbury\u003Cbr>Institute of Special Educators\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nStephenson, J., Ganguly, R., Kemp, C., & Salisbury, C. (2022) . Preparing Australian Special Educators: Courses and Content. Australian Journal of Teacher Education, 47(10) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n10.4](http://dx.doi.org/10.14221/ajte.2022v47n10.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss10/4](https://ro.ecu.edu.au/ajte/vol47/iss10/4)  \nPreparing Australian Special Educators: Courses and Content  \nJennifer Stephenson  \nMacquarie University and InSpEd  \nRahul Ganguly  \nCharles Sturt University  \nCoral Kemp  \nMacquarie University and InSpEd  \nCatherine Salisbury  \nInSpEd  \nAbstract: The characteristics and content ofpost-graduate courses in special and/or inclusive teacher education in Australian universities  \nwere examined using publicly available material on university  \nwebsites. Content analysis was guided by a set of content area  \nelements covering desirable skills and knowledge for special  \neducators that were identified in the Australian literature. The  \npresence or absence of these content elements in each course and in  \ncore or elective units was coded for 28 courses from 21 universities.  \nAll or most courses covered generic content such as teaching  \nstrategies and evaluating and using research. However, more  \nspecialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The  \nimplications of these findings are discussed in the context of the  \nlimitations necessarily imposed by the inclusion of only publicly  \navailable online information.  \nIntroduction  \nWith the increasing acceptance of the inclusion of students with disability worldwide, the role of special educators is undergoing change (Brownell et al. 2010) . Although most primary and secondary education systems retain specialised classes for students with disability, many special educators work within mainstream schools supporting students in resource rooms and/or mainstream education classes. They may work with mainstream classroom teachers providing collaboration, co-teaching and in-class support. Some may also take responsibility for leading inclusion, administration and co-ordination of supports for students with disabilities, as is the case with Special Education Needs Co-ordinators (SENCOs) in UK schools (Tysoe et al., 2021) .  \nIn Australia, 7.7% of children under 15 have a disability and almost all these attend school, with two thirds of them in mainstream schools, where additional assistance may be provided by teachers in support positions (Australian Bureau of Statistics, 2018 ; Dally et al., 2019). These students present with a wide range of disabilities, including learning difficulties, intellectual disability, sensory impairment or communication disorders. The professional knowledge and skills required by teachers of students with disability requiring educational support are considerable and are often beyond those provided in initial teacher education courses (Dally et al., 2019) .  \nAlthough Australia has professional standards for generalist teachers that apply nationally (Australian Institute for Teaching School Leadership [AITSL], 2017a), no standards have been developed for teachers providing support in mainstream schools or those tea","cbCaiilejZBgomlu","https://ap.wps.com/l/cbCaiilejZBgomlu","pdf",222461,"English","# Abstract\n# Introduction\n## Changing roles of special educators in inclusion\n## Disability prevalence and educational support needs in Australia\n## Gaps in professional standards and qualification requirements\n## Lack of consensus on course outcomes across contexts","[{\"question\":\"What method was used to analyze the courses?\",\"answer\":\"The study examined postgraduate special and/or inclusive teacher education courses using publicly available university website materials. A content analysis framework was built from literature-identified elements of desirable knowledge and skills, then coded for courses and their core or elective units.\"},{\"question\":\"What types of content were most commonly included?\",\"answer\":\"Most courses covered generic content such as teaching strategies and evaluating and using research.\"},{\"question\":\"Which specialist content was frequently missing?\",\"answer\":\"More specialist content—particularly explicit teaching strategies and instruction in literacy and numeracy—was absent from over half of the courses.\"}]","Preparing Australian Special Educators: Courses and Content - Part 4 - academic article | PDF",1792078553,48]