Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives

ABSTRACT

In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children’s experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers’ professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees.

KEYWORDS:

• Attachment disruption
• childhood development
• complex trauma
• inclusive education
• intercountry adoption
• social construction

Acknowledgements

I would like to thank the staff from Adoption Services, the Department of Communities, Child Safety and Disability Services; Post Adoption Support Queensland, the Benevolent Society; as well as independent counsellors, and adoptive families who contributed to this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Tracey Sempowicz has 25 years teaching and administration experience in Queensland secondary schools. She has taught preservice teachers since 2008 at the Queensland University of Technology, Queensland. Her doctoral thesis examined the School experiences of intercountry adoptees: Perspectives of parents and children. Her research interests include the impact of attachment disruption and trauma on child development.

Judith Howard has worked as a classroom teacher (primary), school guidance officer and behaviour support specialist. Judith’s main research interest involves the impact of early childhood attachment difficulties and trauma on the developing child and on future school behaviours. Through her research, training seminars and consultancy with educators, she continues to encourage schools to adopt a neuroscience informed approach to the behaviour management of trauma surviving students.

Mallihai Tambyah is a social science educator who lectures in the School of Teacher Education and Leadership in the Faculty of Education at QUT. She teaches and researches in the area of primary and secondary school social education curriculum studies. She is a former secondary modern history teacher, and is committed to excellence in teaching practice.

Suzanne Carrington has an international reputation in inclusive education and experience in leading and contributing to a range of competitive national/international research grants and development projects. She teaches and researches in the areas of inclusive education, policy and practice, learning support, autistic spectrum disorder, teaching/professional development and service learning, and is currently the Assistant Dean (Research) in the Faculty of Education at the Queensland University of Technology.

ORCID

Tracey Sempowicz http://orcid.org/0000-0002-8273-2445

Judith Howard http://orcid.org/0000-0002-3123-1210

Mallihai Tambyah http://orcid.org/0000-0003-2712-1470

Suzanne Carrington http://orcid.org/0000-0001-8944-7674

Notes

1 Pseudonyms are used for all participants; (C2_Ch2), code representing Case 2, Child 2.

2 (C2_P), code representing Case 2, Parent.

3 (FG_1), code representing Focus Group 1.

4 Country of origin is excluded from individual cases in order to maintain anonymity.

5 *Two children adopted at or close to school age declined to participate but were represented by their parents.

6 School experiences identifiers: ++very positive experiences; +− overall positive experience with minor challenges OR mixed experience; −+ overall negative experience with some improvement with change of school; −− very negative experiences leading to change of school.