A multi-attribute evaluation of education outcomes for students who attend three Australian special schools

Abstract

The absence of information that identifies desirable learning outcomes for students who attend Australian special schools and the absence of data that demonstrate the levels of mastery students have attained during their scholastic years, leave special education service provision vulnerable. This study, the first of its kind in Australia, developed a four phased evaluation process designed to assist special schools to ascertain desirable learning outcomes for students of school leaving age and to measure those outcomes. The process incorporated principles of the Outcome- Based Education approach as well as current philosophical trends in the provision of special education. The process was applied in three special education settings in the Australian Capital Territory and New South Wales. Despite acknowledged limitations, the study provided an informative insight into the learning abilities of students in three Australian special schools. Strategic practices for future application of the process are identified.

Date of Award	2004
Original language	English