Out-of-Field Teaching and Special/Inclusive Education Positions in Australian Schools

Abstract

Due to the shortage of qualified special/inclusive educators in Australian schools, many students with disability are not taught or supported by a teacher with appropriate skills and knowledge. In this discussion paper, we argue that this problem is part of the larger issue of out-of-field teaching, but to date little attention has been paid to this contention. The specific skills and knowledge of qualified special/inclusive educators are unique to the specialisation and include both content and pedagogical knowledge, equivalent to the pedagogical and discipline knowledge of qualified maths or science teachers. Since out-of-field teaching can have deleterious effects on both teachers and students, we call for a clear definition of the knowledge and skills required for special/inclusive education positions, for actions to address the shortage of qualified special/inclusive educators, and for more research into the outcomes of employing unqualified teachers in special/inclusive education positions within the context of out-of-field teaching.