Academic literature on the topic 'Disability Standards for Education 2005 (DSE)'

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Journal articles on the topic "Disability Standards for Education 2005 (DSE)"

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Duncan, Jill, Renée Punch, Mark Gauntlett, and Ruth Talbot-Stokes. "Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review." Australian Journal of Education 64, no. 1 (2020): 54–72. http://dx.doi.org/10.1177/0004944119896816.

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Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related
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Spooner, Fred, Jenny R. Root, Alicia F. Saunders, and Diane M. Browder. "An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities." Remedial and Special Education 40, no. 3 (2018): 150–65. http://dx.doi.org/10.1177/0741932517751055.

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The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005–2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and
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Thị Tuyết Vân, Phan. "Education as a breaker of poverty: a critical perspective." Papers of Social Pedagogy 7, no. 2 (2018): 30–41. http://dx.doi.org/10.5604/01.3001.0010.8049.

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This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technolog
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Chandler-Olcott, Kelly, and Paula M. Kluth. "“Mother's Voice Was the Main Source of Learning”: Parents' Role in Supporting the Literacy Development of Students with Autism." Journal of Literacy Research 40, no. 4 (2008): 461–92. http://dx.doi.org/10.1080/10862960802659152.

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Students with significant disabilities, including those with autism-spectrum labels, are increasingly being included in the regular education classroom for literacy instruction and held to high standards for literacy achievement (Yell, Drasgow, & Lowrey, 2005), but research with these students as participants has been limited, especially in inclusive settings such as the home or classroom. Grounded in perspectives from disability studies (Biklen, 2005; Kliewer, Biklen, & Kasa-Hendrickson, 2006) and socio-cultural theories of literacy (Gallego & Hollingsworth, 2000; O'Brien, 2003),
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Mikelsteins, Zaiga, and Thomas G. Ryan. "Increasing Inclusion and Reducing the Stigma of Special Needs in Latvia: What Can We Learn from Other Countries?" International Journal of Educational Reform 27, no. 4 (2018): 379–95. http://dx.doi.org/10.1177/105678791802700404.

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Latvia regained its independence in 1991 and has been slowly transforming the education system to meet the standards of the European Union (EU) and the Western world. Since regaining independence Latvia has started to integrate children with special education needs into regular schools and society; yet the process is quite restrained and measured, causing many to suggest that there must be a way and means to accelerate this process. If only Latvians could access and use practices found (Alberta) Canada or another inclusive country (Finland), that has successfully integrated students and adults
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Arboe, Bente, Jette Soenderskov Goerloev, Maja Halgren Olsen, et al. "Social Outcomes after High Dose Chemotherapy with Autologous Stem Cell Transplant." Blood 128, no. 22 (2016): 1193. http://dx.doi.org/10.1182/blood.v128.22.1193.1193.

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Abstract Introduction:Diffuse large B-cell lymphoma (DLBCL) is the largest subgroup of malignant lymphoma. Prognosis has increased after introduction of rituximab, and today more than 80% of the patients will achieve partial or complete remission after standard immunochemotherapy. However, approximately 30% will either present with refractory disease or develop relapse. The standard approach for younger patients with relapsed disease and without major comorbidity is salvage treatment followed by high dose therapy with autologous stem cell transplant (ASCT). This potentially curative treatment
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Esmail, Shaniff, and Brendan Concannon. "Approaches to Determine and Manage Sexual Consent Abilities for People With Cognitive Disabilities: Systematic Review." Interactive Journal of Medical Research 11, no. 1 (2022): e28137. http://dx.doi.org/10.2196/28137.

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Background This review focused on how sexual consent ability was determined, managed, and enhanced in people with cognitive disabilities, with the aim of better understanding the recurring themes influencing the design and implementation of these approaches. If a person’s consensual ability becomes compromised, owing to either an early or late-onset cognitive disability, the formal systems involved must establish plans to balance the individual’s rights and restrictions on sexual expression. This review identified these plans, focusing on how they promoted the intimacy rights of the individual
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Dickson, Elizabeth. "Barriers to Inclusion Embedded in the Disability Discrimination Act 1992 (Cth)." Australian Journal of Education, October 8, 2022, 000494412211277. http://dx.doi.org/10.1177/00049441221127708.

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The Disability Discrimination Act 1992 (Cth) (DDA) prohibits discrimination by schools against students with disability. The DDA and the associated Disability Standards for Education 2005 (Cth) (DSE) also impose a positive obligation on schools to make reasonable adjustment for students with disabilities. The promise of inclusion implicit in these laws, however, has not always been delivered upon, as there are still opportunities for schools to exclude students with disabilities, without breaching the laws. This article provides an overview of relevant provisions of the DDA and DSE, before con
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Malaquias, Catia. "Unrealised promises and hollow claims: Australia’s failure to enact its international obligations under the CRPD for the education of students with disability." Australian Journal of Education, October 4, 2022, 000494412211274. http://dx.doi.org/10.1177/00049441221127454.

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The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for recognition of their fundamental human rights, including their right to education. As a legally binding treaty under international law, imposing obligations on States Parties that signed and ratified it (including Australia), it required those States Parties to bring their domestic legislation into conformity with their CRPD obligations. The Disability Discrimination Act 1992 (DDA), and the Disability
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Seale, Jane. "Disability, technology and e-learning: challenging conceptions." Research in Learning Technology 14, no. 1 (2006). http://dx.doi.org/10.3402/rlt.v14i1.10949.

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In considering the role that technology and e-learning can play in helping students access higher education and an effective learning experience, a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards, and the rules contained within them (Abascal et al., 2004; Chisholm & Brewer, 2005; Gunderson & May, 2005; Paolucci, 2004; Reed et al., 2004; Slatin, 2005). One of the major problems of such an approach is that it has drawn higher education practitioners into thinking that their objective is to comp
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Dissertations / Theses on the topic "Disability Standards for Education 2005 (DSE)"

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Poed, Shiralee. "Adjustments to Curriculum for Australian School-Aged Students with Disabilities: What’s Reasonable?" Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365259.

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This study explored Australian discrimination cases involving students with disabilities to identify why adjustments to curriculum were a source of tension, and then further examine what were reasonable adjustments? Despite parents and educators citing tensions surrounding the provision of adjustments in discrimination claims, few studies have examined how commissioners and judges have determined the reasonableness of curriculum adjustments. Using a qualitative line of inquiry, 134 Australian judicial decisions involving 84 students with disabilities were initially identified and examined usin
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Ralston, Michelle M. "Translating the Disability Standards for Education 2005 into practice." Thesis, 2022. http://hdl.handle.net/1959.13/1443187.

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Research Doctorate - Doctor of Philosophy (PhD)<br>The Australian Disability Standards for Education 2005 (DSE) prescribe minimal standards for required action by education providers for students with disability and the removal of barriers that may impede their inclusion in all aspects of school and community life. Using D.E. Smith’s (2006) framework for institutional ethnography and Bourdieu’s (1992) theory of research practice, in this study I investigated how the DSE were translated into practice. No research project has previously attempted to measure current practice in Australia using th
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Book chapters on the topic "Disability Standards for Education 2005 (DSE)"

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Baldwin, Peter. "Health Care." In The Narcissism of Minor Differences. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195391206.003.0006.

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The U.S. Economy does Differ from Europe’s: a less regulated labor market, but also an economy that is more hemmed in than might be expected. By European standards, America has hardish-working people, a state that collects fewer tax dollars, and workers who are paid well even if their holidays are short. In social policy, the contrasts are more moderate. Europeans commonly believe that the United States simply has no social policy—no social security, no unemployment benefits, no state pensions, and no assistance for the poor. As Jean-François Revel, the political philosopher and académicien, summed up French criticism, the United States shows “not the slightest bit of social solidarity.” Will Hutton similarly assures us that “The structures that support ordinary peoples’ lives—free health care, quality education, guarantees of reasonable living standards in old age, sickness or unemployment, housing for the disadvantaged— that Europeans take for granted are conspicuous by their absence.” And, in fact, the United States is the only developed nation, unless one counts South Africa, without some form of national health insurance, which is to say a system of requiring all its citizens to be insured in one way or another. This lack of universal health insurance is the one fact that every would-be comparativist working across the Atlantic knows, and the first one to be hoisted as the battle is engaged. One of the first attempts to quantify and rank health care performance, by the World Health Organization in 2000, gave the American system its due. Overall, it came in below any of our comparison countries, three notches under Denmark. In various specific aspects of health policy, it did better. For disability adjusted life expectancy, it came in above Ireland, Denmark, and Portugal; on the responsiveness of the health system, it ranked first; on a composite measure of various indicators summed up as “overall health system attainment,” it ranked above seven Western European countries. Even on the measure of “fairness of financial contribution to health systems,” where we might have expected an abysmal rating, the United States squeaked in above Portugal. That is, of course, damning with faint praise, especially given that in this particular aspect of the ranking—a well-meaning but other-worldly attempt by international bureaucrats to rake the entire globe over the teeth of one comb—Colombia came in first, outpacing its close rivals, Luxembourg and Belgium, while Libya beat out Sweden.
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Reports on the topic "Disability Standards for Education 2005 (DSE)"

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Rankin, Nicole, Deborah McGregor, Candice Donnelly, et al. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, 2019. http://dx.doi.org/10.57022/clzt5093.

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Background Lung cancer is the number one cause of cancer death worldwide.(1) It is the fifth most commonly diagnosed cancer in Australia (12,741 cases diagnosed in 2018) and the leading cause of cancer death.(2) The number of years of potential life lost to lung cancer in Australia is estimated to be 58,450, similar to that of colorectal and breast cancer combined.(3) While tobacco control strategies are most effective for disease prevention in the general population, early detection via low dose computed tomography (LDCT) screening in high-risk populations is a viable option for detecting asy
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