This paper identifies and discusses recent increases in the percentage of students with a disability identified in Australian schools. At the moment, there is an unprecedented level of international debate about the nature of disability which is impacting on the identification of disability (see Donoghue, 2003; Greenspan & Switzky, 2003). In association with this debate, Australia has seen several imperatives that have focused attention on the identification of students with a disability in educational settings in the past decade.
Journal of Intellectual & Developmental Disability Vol. 29, Issue 2, p. 172-175
This is an electronic version of an article published in Journal of Intellectual & Developmental Disability Vol. 29, Issue 2, p. 172-175. Journal of Intellectual & Developmental Disability is available online at: http://www.tandfonline.com/openurl?genre=article&issn=1366-8250&volume=29&issue=2&spage=172