ORCID Profile
0000-0003-2845-4971
Current Organisation
The University of Notre Dame Australia - Sydney Campus Broadway
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Publisher: Frontiers Media SA
Date: 24-01-2022
DOI: 10.3389/FEDUC.2022.808104
Abstract: At the time of writing, the largest state in Australia is once more in full lockdown because of surging cases from the new variant strain of COVID-19. During the last lockdown in early 2020, we conducted a study analyzing the efficacy of mapping best-practice face-to-face university teaching into the online space. This article reports on the results of a survey from the perspective of student belonging. Isolation was the most prevalent theme recorded by students despite not being one of the research questions asked. The importance of adopting the model in online university courses in the current ost-COVID-19 world is presented.
Publisher: Queensland University of Technology
Date: 08-08-2022
DOI: 10.5204/SSJ.2300
Abstract: Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a erse range of learner needs found in today's classrooms. While progress is evident at the primary and secondary levels of education, implementing effective inclusive practices in higher education appears stagnant. Utilising the principles of Universal Design for Learning (UDL) in a fully online pre-service teacher training unit, multiple means of representation of the learning content and multiple means of engagement were explicitly incorporated into the online unit design. This approach aimed to proactively support the engagement of all students in an online teaching and learning environment. This study provides preliminary evidence that the application of UDL principles resulted in higher levels of student engagement and lower rates of student attrition.
Publisher: Wiley
Date: 24-08-2021
Abstract: Many teachers are sporadic in using evidence‐based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision‐making processes of teachers. Through the development of a new survey tool, the Evidence‐Based Practice Innovation Survey (EBPIAS), an exploration of the decision‐making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second‐lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.
Publisher: Zenodo
Date: 2021
Publisher: Cambridge University Press (CUP)
Date: 16-05-2022
DOI: 10.1017/JSI.2022.5
Abstract: Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person’s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstream classrooms, educators are required to provide ‘reasonable adjustments’ to support learning that is, to make changes that are practicable and achievable in order for students to access learning on the same basis as their peers. We present an argument that the ‘reasonable adjustments’ made by schools to ensure that students with ASD have equitable learning opportunities should meet a criterion of acceptability where the adjustment is evidence based. The paper also offers a summary of evidence-based pedagogical strategies that have been effective for students with ASD and concludes with a discussion offering evidence-based practices as a solution to meeting legislative requirements for students with disability.
Publisher: Informa UK Limited
Date: 20-01-2020
Publisher: Wiley
Date: 12-06-2019
Location: Australia
No related grants have been discovered for Traci-Ann Garrad.