A Critical Interrogation of the Special Education Teacher Allocation Model within the context of Professional Autonomy, Leadership and Teacher Professional Learning
Keywords:Inclusion, Special Educational Needs, Special Education Teacher Allocation Model, Leadership, Teacher Professional Learning
The SET model was framed as an effort to break down barriers for groups at risk of exclusion. The development of this model indicates that the allocation of support for students with SEN in mainstream classes was considered inadequate and that there was a perceived need to improve the participation and inclusion of children with SEN in mainstream settings. This paper seeks to critically interrogate the Special Education Teacher Allocation Model (SETAM) and the events that led to its inception within the context of professional autonomy, leadership, teacher efficacy and Teacher Professional Learning (TPL). Following an analysis of SETAM within this context, a summary of the identified barriers and solutions will be presented and then an action plan to support the development of the role of the SET within the school context will be outlined.
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