In the past, there have been many factors that have contributed to their
compliance with, and/or adaptation to mandated changes. The first factor is the
relative instability of their employment - mostly part-time, reliant on mutating
government funding policies, and responding to variable enrolment of students with
disabilities that occur locally. The second factor relates to the uncertainty caused by
their lack of an effective voice in the reform of policies and educational structures
which impact on their roles and employment (Slee, 2006; Taylor & Singh, 2005).