ORCID Profile
0000-0002-8513-5400
Current Organisation
University of New South Wales Sydney
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Sociology of family and relationships | Social policy | Counselling, Welfare and Community Services | Sociology | Sociology of health | Social Policy | Policy and Administration
Ability and Disability | Structure, Delivery and Financing of Community Services | Children's/Youth Services and Childcare |
Publisher: Informa UK Limited
Date: 08-06-2023
Publisher: Cambridge University Press (CUP)
Date: 09-2007
Publisher: Informa UK Limited
Date: 21-04-2015
Publisher: Cambridge University Press (CUP)
Date: 07-01-2016
DOI: 10.1017/JSE.2015.15
Abstract: There are no Commonwealth or state laws in Australia that require educational authorities to provide in idualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.
Publisher: Informa UK Limited
Date: 05-05-2023
Publisher: Springer Singapore
Date: 2017
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-2985-1.CH004
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: SAGE Publications
Date: 04-11-2014
Abstract: The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.
Publisher: Wiley
Date: 22-06-2018
DOI: 10.1111/JAR.12378
Abstract: Inclusive research is increasingly common in intellectual disabilities research, but ways in which voice of co-researchers with intellectual disabilities is presented remain underexplored in the literature. The authors conducted a literature review and analysis of peer-reviewed journal articles reporting on inclusive research. The aim was to explore the ways the voices of co-researchers with intellectual disabilities are represented in published peer-reviewed journal articles. The findings indicate that there are a wide range of ways in which inclusive research projects are reported in peer-reviewed journals. However, the experiences, views and opinions of co-researchers are often either absent or very selectively reported. The article concludes that although inclusive research has proliferated in the 21st century, more attention needs to be paid to the ways in which the voices of co-researchers with intellectual disabilities are heard in formal academic contexts. Guidelines for future practice are offered.
Publisher: Informa UK Limited
Date: 03-07-2014
Publisher: Wiley
Date: 20-02-2019
DOI: 10.1111/JAR.12579
Abstract: Parents with intellectual disabilities face particular challenges, such as lack of sufficient support with their parenting. Peers can be an important source of support for parents in the general population however, there is a limited knowledge about peer support for parents with intellectual disabilities. The aim of this study was to explore experiences of parents with intellectual disabilities with social support with a focus on the role of peers. Twenty-six parents with intellectual disabilities in New South Wales, Australia, took part in a semi-structured interview. The inductive content analysis of data revealed three main themes this article reports on one of them-Developing interdependence. The source of support was less important than the way support was offered. Parents valued support offered by someone who respected them as a person and parent, and was interested in what they wanted and needed.
Publisher: Informa UK Limited
Date: 26-05-2015
Publisher: Cambridge University Press (CUP)
Date: 04-05-2022
DOI: 10.1017/JSI.2022.1
Abstract: The aim of this systematic review was to map the peer-reviewed literature (2009–2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of wraparound services. Database searches were conducted and a total of 50 articles were identified. The analysis revealed eight different aspects of wraparound efficacy, with mixed results. Nine factors were identified as having a positive enabling, or disabling, effect on the provision of effective wraparound services. The wraparound programs were varied in their nature and in their successful implementation, with time to allow the program to mature and adherence to the 10 principles of the wraparound process emerging as enabling factors for wraparound success.
Publisher: Wiley
Date: 02-2015
DOI: 10.1111/JPPI.12097
Publisher: Cold Spring Harbor Laboratory
Date: 07-03-2023
DOI: 10.1101/2023.03.06.23286791
Abstract: To identify the factors that act as barriers to, or enablers of, proper informed consent for healthcare interventions for people with intellectual disability. Systematic literature review. No funding sources or conflicts of interest are reported. Databases: Embase, MEDLINE, PsychINFO, PubMed, SCOPUS, Web of Science, and CINAHL (last searched January 2022). Additional articles were obtained from an ancestral search of included articles and hand-searching of three journals. Included studies must examine the informed consent process for a healthcare intervention, be published from 1990 onwards, available in English, and be original research published in a peer-reviewed journal, and participants must be adults and relevant stakeholders (including people with intellectual disability, health professionals, carers or support people, or relevant professionals). Inductive thematic analysis using a six-phase method was used to identify factors affecting informed consent. The QualSyst tool was used to assess quality and biases of included studies. Twenty-three studies were included, published from 1999 to 2020, with a mix of qualitative (n=12), quantitative (n=6) and mixed-methods (n=4) studies. Study sizes ranged from 13 to 604 (median 23), and participants included people with intellectual disability, health professionals, carers and support people, and other professionals working with people with intellectual disability. Six themes were identified: health professionals’ attitudes towards and lack of education about informed consent, provision of health information, involvement of carers and other support people, systemic constraints, specific care needs due to patient-related factors, and effective communication between health professionals and patients. Limitations included the heterogeneity of studies, the focus on people with mild intellectual disability only, lack of reflexivity, and limited use of inclusive co-design research methods (n=5). Health professionals’ attitudes and lack of training in informed consent for people with intellectual disability is a major barrier to proper healthcare informed consent for people with intellectual disability. The lack of accessible health information provided for people with intellectual disability also prevents proper informed consent and decision-making. Other factors are the involvement of carers and support people, inherent systemic constraints, failure to meet specific care needs of people with intellectual disability, and ineffective communication by health professionals. Further research, particularly using inclusive co-design methods, is needed to understand these factors. Practical solutions to address these barriers, such as creating accessible information resources and training health professionals, are needed to support improved proper healthcare informed consent for people with intellectual disability. PROSPERO number CRD42021290548
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-5225-0816-8.CH012
Abstract: Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.
Publisher: Informa UK Limited
Date: 20-10-2023
Publisher: Springer International Publishing
Date: 2016
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8395-2.CH002
Abstract: This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4422-9.CH020
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: Informa UK Limited
Date: 28-02-2019
Publisher: Cambridge University Press (CUP)
Date: 04-05-2016
DOI: 10.1017/JSE.2016.2
Abstract: Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.
Publisher: Wiley
Date: 29-08-2022
DOI: 10.1111/BLD.12500
Abstract: While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Data were collected using in idual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures.
Publisher: Elsevier BV
Date: 2017
Publisher: Informa UK Limited
Date: 08-2012
Publisher: Cambridge University Press (CUP)
Date: 19-02-2016
DOI: 10.1017/JSE.2016.1
Abstract: There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.
Publisher: Stockholm University Press
Date: 08-10-2016
Publisher: Wiley
Date: 20-11-2014
DOI: 10.1111/JAR.12076
Abstract: Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. Findings included the experiences of all team members regarding the team building during training. To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned.
Publisher: Informa UK Limited
Date: 10-08-2019
Publisher: Wiley
Date: 22-11-2014
DOI: 10.1111/JAR.12075
Publisher: Informa UK Limited
Date: 03-08-2020
Publisher: Cambridge University Press (CUP)
Date: 26-07-2016
DOI: 10.1017/JSE.2016.7
Abstract: Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of in iduals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard.
Publisher: Wiley
Date: 12-12-2018
DOI: 10.1111/JAR.12431
Abstract: The study asks when does inclusive research add value? The authors argue that this is important, given the additional time and cost of co-researching with people with intellectual disabilities. The study is situated in debates about a "second generation" of inclusive research which advocates focussing more on outcomes than process. The authors argue that this is premature, rather the authors propose that inclusive research is valuable when it helps to recognize, foster, and above all communicate the contributions people with intellectual disabilities can make. The authors conducted a literature review of 52 peer-reviewed journal articles about inclusive research and analysed them.. The authors conclude that inclusive research adds value when there is a distinctive contribution which only co-researchers with intellectual disabilities can make, when it highlights the contributions people with intellectual disabilities make, and when it contributes to better lives for the wider population of people with intellectual disabilities. The authors propose a revised definition of inclusive research to replace that published by Walmsley and Johnson in 2003.
Publisher: Cambridge University Press (CUP)
Date: 09-2007
DOI: 10.1017/S1030011200025690
Abstract: The role of the family in providing a quality education program is important for all students. For students with special educational needs, however, the role of the family is particularly critical. In such families, there can be an increased amount of stress and, at the same time, a range of coping strategies evolving. Research into the ways that families cope with stress uses various life quality indicators (e.g., emotional, physical and material well-being, interpersonal relations, personal development, self-determination or social inclusion) to evaluate the effectiveness of these coping mechanisms. The role of the family (with specific focus on its links with schools) is often overlooked, yet is crucial to attaining long-term benefits for the student.
Publisher: Wiley
Date: 15-05-2018
DOI: 10.1111/JAR.12469
Abstract: A policy commitment to social inclusion has brought about some positive changes in the lives of people with intellectual disabilities yet many also continue to experience social isolation, poverty and abuse. The authors introduce a framework for belonging from the literature and then present a study exploring the views of people with intellectual disabilities about belonging. These are discussed in relation to the framework identified from the literature. Three focus groups with 24 participants with intellectual disabilities were conducted in New South Wales and Victoria (Australia). The authors used inductive content analysis to identify four meanings of belonging: (i) belonging in relation to place, (ii) as being part of a community, (iii) as having relationships and (iv) as identity. Also discussed are commonly experienced barriers to belonging identified by participants. Implications for policy, service provision and practice are discussed.
Publisher: Informa UK Limited
Date: 04-03-2014
Publisher: Informa UK Limited
Date: 03-03-2014
Publisher: Wiley
Date: 05-03-2021
DOI: 10.1111/JAR.12869
Abstract: Mobile technology has the potential to assist adults with intellectual disabilities to initiate and maintain social connections in important areas of their lives, such as family, friends and work/volunteering. The present study investigated how specific aspects of mobile device/app use are associated with the social inclusion of people with intellectual disabilities. The study also examined what background attributes were associated with particular patterns of mobile device/app use and social inclusion. The findings revealed that the use of mobile technology among adults with intellectual disabilities was positively associated with their social inclusion with family, friends and work/volunteering. There were also some key background attributes associated with participants’ use of mobile technology and the extent to which mobile technology assisted their social inclusion. Implications for practice and policy are discussed.
Publisher: BMJ
Date: 12-2021
DOI: 10.1136/BMJOPEN-2021-050973
Abstract: Children and young people with intellectual disability represent one of the most vulnerable groups in healthcare, yet they remain under-represented in projects to design, develop and/or improve healthcare service delivery. Increasingly, healthcare services are using various codesign and coproduction methodologies to engage children and young people in service delivery improvements. This study employs an inclusive approach to the study design and execution, including two co-researchers who are young people with intellectual disability on the project team. We will follow an adapted experience-based co-design methodology to enable children and young people with intellectual disability to participate fully in the co-design of a prototype tool for eliciting patient experience data from children and young people with intellectual disability in hospital. This study was granted ethical approval on 1 February 2021 by the Sydney Children’s Hospitals Network Human Research Ethics Committee, reference number 2020/ETH02898. Dissemination plan includes publications, doctoral thesis chapter, educational videos. A summary of findings will be shared with all participants and presented at the organisation quality and safety committee.
Publisher: Wiley
Date: 23-11-2017
DOI: 10.1111/JAR.12307
Abstract: This study examined the attitudes, knowledge and experiences of practitioners in social services and child welfare working with mothers with intellectual disability. The authors used a national survey, which was completed by 329 participants. Descriptive statistics and frequency tables were generated, and the associations between variables and differences between various subgroups of the s le were made. The open questions were analysed using the processes involved in content analysis. The findings indicated that the participants had limited knowledge of available supports and services for mothers with intellectual disability. Furthermore, many participants believed that mothers with intellectual disability should have an abortion should they become pregnant. The findings show practitioners' stereotyped attitudes towards mothers with intellectual disability. Workers in the area of social services and child welfare need access to training and professional development in the area of supporting mothers with intellectual disability.
Publisher: Wiley
Date: 23-01-2019
DOI: 10.1002/PITS.22226
Publisher: Elsevier BV
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 16-11-2023
Publisher: Informa UK Limited
Date: 23-04-2015
Publisher: Informa UK Limited
Date: 07-01-2021
Publisher: SAGE Publications
Date: 13-12-2012
Publisher: IGI Global
DOI: 10.4018/978-1-5225-0034-6.CH062
Abstract: This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.
Publisher: Routledge
Date: 07-09-2015
Publisher: Wiley
Date: 07-06-2022
DOI: 10.1111/JPPI.12426
Abstract: People with intellectual disabilities tend to be subjugated to social roles which make them feel invisible and misunderstood. This study examines the digital stories of self‐advocates with intellectual disabilities and explores their experiences of becoming leaders. The digital stories of self‐advocates show how people made themselves visible and heard to others through their in idual questioning, forming important alliances and collective achievements. Their stories, articulated through the digital platform, were analysed using constructivist grounded theory. These digital stories demonstrated how in idual self‐advocates overcame adversity and found ways to have their voices heard and personal problems addressed. Each self‐advocate possessed the insight to question unfair treatment and discrimination, and in turn was strengthened in their efforts to make change by becoming involved in a self‐advocacy group. Self‐advocacy can nurture both in idual leadership capacities in people with intellectual disabilities and facilitate a safe space for people to come together, support one another and make positive change. Digital stories can illustrate how people with intellectual disabilities become self‐advocates. The use of this technology has the potential to strengthen advocacy efforts.
Publisher: MDPI AG
Date: 06-12-2021
Abstract: Neurodevelopmental disorders are a heterogeneous group of conditions with overlapping symptomatology and fluctuating developmental trajectories that transcend current diagnostic categorisation. There is a need for validated screening instruments which dimensionally assess symptomatology from a holistic, transdiagnostic perspective. The primary aim is to co-design a Neurodevelopment Assessment Scale (NAS), a user-friendly transdiagnostic assessment inventory that systematically screens for all signs and symptoms commonly encountered in neurodevelopmental disorders. Our first objective is to undertake development of this tool, utilising co-design principles in partnership with stakeholders, including both those with lived experience of neurodevelopmental disorders and service providers. Our second objective is to evaluate the face validity, as well as the perceived utility, user-friendliness, suitability, and acceptability (i.e., ‘social validity’), of the NAS from the perspective of parents/caregivers and adults with neurodevelopmental disorders, clinicians, and service providers. Our third objective is to ascertain the psychometric properties of the NAS, including content validity and convergent validity. The NAS will provide an efficient transdiagnostic tool for evaluating all relevant signs, symptoms, and the dimensional constructs that underpin neurodevelopmental presentations. It is anticipated that this will maximise outcomes by enabling the delivery of personalised care tailored to an in idual’s unique profile in a holistic and efficient manner.
Publisher: SAGE Publications
Date: 07-03-2014
Abstract: This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.
Publisher: Wiley
Date: 21-06-2023
DOI: 10.1111/JAR.13133
Abstract: Adults with severe rofound intellectual disability typically face poor communication outcomes as they are often nonverbal and need their supporters to provide for their communication needs. This review aimed to identify studies focused on the communication resources people with severe rofound intellectual disability use for functional communication, and the enablers and barriers to functional communication. Nine databases were systematically reviewed with keywords pertaining to the functional communication of adults with severe rofound intellectual disability. Out of 3427 identified articles, 12 met the inclusion criteria. Hand searches and ancestral searches identified another 4 articles. Out of the 16 articles, two did not meet the quality assessment criteria and were excluded. Thus, 14 articles were included in this review. The findings revealed that picture exchange communication systems is the most common communication system used to support the development of functional communication. The most common functions enabled by the communication systems were choice‐making and making requests. Several barriers (e.g., in idual factors related to adults with severe rofound intellectual disability, others' attitudes, behaviour and knowledge) to and enablers (e.g., accessibility and availability of the communication system, training for those supporting adults with severe rofound intellectual disability) of functional communication were identified. Removing the barriers and enabling functional communication is essential to developing the functional communication of adults with severe rofound intellectual disability.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5792-2.CH003
Abstract: This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with erse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.
Publisher: Wiley
Date: 27-05-2020
DOI: 10.1111/JAR.12752
Publisher: Cambridge University Press (CUP)
Date: 12-2011
Abstract: Dempsey (this issue) has provided a commentary on our study (Carter, Stephenson, & Strnadová, 2011) examining the reported rates of use of instructional practices by Australian special educators. Examining this commentary, it is evident that on many issues we are on the same page and agree on many of the fundamental conclusions to be drawn from the study. Nevertheless, Dempsey did express concern regarding several aspects of the reporting of the study, which were suggested to have the ‘potential to mislead’ readers. In essence, these criticisms revolve around four substantive points and these will each be addressed.
Publisher: Cambridge University Press (CUP)
Date: 11-04-2023
DOI: 10.1017/JSI.2023.2
Abstract: Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010–2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced erse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.
Publisher: Wiley
Date: 19-12-2019
DOI: 10.1111/JPPI.12273
Publisher: SAGE Publications Ltd
Date: 2008
Publisher: SAGE Publications
Date: 16-07-2014
Abstract: This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
Publisher: MDPI AG
Date: 12-07-2022
Abstract: Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relationships and prepared for their future life living with as much autonomy as possible, including living with a partner and becoming parents. Method: The interviews and focus groups were analysed using the inductive content analysis. Results: Data analysis revealed three themes: (a) sex education (b) self-determination and self-advocacy skills and (c) teachers’ concerns. Conclusions: Several recommendations are discussed. These include incorporating sexuality education-related goals in an In idualised Learning Plan (ILP) teachers adopting a rights-based approach and focusing on students’ self-determination, agency, and rights regarding sex education and providing schools with necessary resources to teach sex education.
Publisher: SAGE Publications Ltd
Date: 2008
Publisher: Cambridge University Press (CUP)
Date: 23-12-2016
DOI: 10.1017/JSE.2016.15
Abstract: The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to mainstream settings. Students enrol in mainstream classes in areas that interest them academically and vocationally, while receiving support in developing the necessary social and behavioural skills to successfully fully transition to mainstream and post-school settings. The model, based on the person-centred planning framework, was implemented with 1 student during the last 2 terms of a school year. The outcomes and effectiveness of adopting the model were evaluated by analysing the student's behaviour and attendance, and interviews with principals, teachers, and paraprofessionals. Results indicated improvement in the student's behaviour, attendance, and interpersonal skills.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4502-8.CH032
Abstract: Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for in idualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.
Publisher: Wiley
Date: 10-07-2021
DOI: 10.1111/BLD.12403
Abstract: Quality sex education is important for all students. It also helps with a successful transition to life after school. We talked to 11 Australian high school girls with intellectual disability. We wanted to know what they think about their sex education at school. The girls told us that they were often not included in In idual Learning Plan meetings. They were also not consulted about what they would like to learn in sex education. Sex education classes were largely inaccessible for them. Accessible sex education classes are important to prepare students for life after school. Students with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post‐school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of sex education with Australian high school girls with intellectual disability, as they prepare for a transition to post‐school life. There were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis. The findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. In idual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study. Comprehensive and accessible programmes on sex education for high school girls with intellectual disability are needed to promote successful transition to an autonomous life for these students.
Publisher: Cambridge University Press (CUP)
Date: 14-05-2013
DOI: 10.1017/JSE.2013.7
Abstract: In this paper the authors examine the perceptions of mothers about the schooling transitions, including transitions to postschool options, made by their adult child with an intellectual disability (ID). Twenty mothers of an adult child with an ID living in New South Wales, Australia, and the Czech Republic, aged 48 years or older, were recruited to participate in this study. Mothers were interviewed following a semistructured protocol. The audiotaped interviews were transcribed verbatim, and analysed using a constant comparison analytic approach. The experiences and issues faced by mothers at differing transitions of their adult child with an ID will be discussed, including issues of school selection, lifelong planning, and engaging with professionals. Common and unique themes within and between each country will be drawn, along with a comparison of findings from recent research reporting on transition experiences of mothers with young children with ID. The concluding discussion will focus on lessons learned about lifelong transition experiences, and pose future directions for enhancing the quality of transitions for persons with special needs and their families.
Publisher: Wiley
Date: 14-01-2022
DOI: 10.1111/JPPI.12410
Abstract: The COVID‐19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two‐step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID‐19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID‐19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID‐19 was exacerbated by sociopolitical, structural, in idual and support‐related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well‐being and autonomy, COVID‐19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.
Publisher: Informa UK Limited
Date: 20-06-2017
Publisher: Informa UK Limited
Date: 15-09-2022
Publisher: Wiley
Date: 26-05-2013
Publisher: Elsevier BV
Date: 2017
Publisher: Informa UK Limited
Date: 23-07-2023
Publisher: Informa UK Limited
Date: 06-01-2021
Publisher: IGI Global
DOI: 10.4018/978-1-5225-0034-6.CH046
Abstract: This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with erse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.
Publisher: Springer Science and Business Media LLC
Date: 26-09-2023
DOI: 10.1007/S13384-022-00570-Z
Abstract: Historically, students attending school in rural and regional New South Wales have experienced poorer outcomes than their peers attending metropolitan schools. The lack of coordinated support services for students with complex support needs compounds this issue. Wraparound models of support have been successful in improving outcomes for students with complex support needs, and the New South Wales government has prioritised the establishment of strong relationships between schools and communities to overcome the limitations of geographic isolation. The aim of the current study was to explore wraparound support for students with complex support needs attending schools in rural and regional New South Wales. A qualitative research approach was employed, and semi-structured interviews were conducted with key stakeholders to gain an in-depth understanding of current successes, barriers, and needs. The findings indicated that wraparound was most effective in rural and remote schools when school staff implemented bespoke approaches to wraparound, such as restorative practices. Resourcing was a barrier found to be central to all schools. Recommendations are provided to enhance the capacity of rural and regional NSW schools to provide wraparound support for students with complex support needs.
Publisher: Cambridge University Press (CUP)
Date: 07-2011
DOI: 10.1375/AJSE.35.1.47
Abstract: This research examined the reported level of implementation of eight practices in a national s le of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.
Publisher: Wiley
Date: 09-09-2012
DOI: 10.1111/J.1468-3148.2011.00646.X
Abstract: Quality of life for people with intellectual disabilities has been reported in the research literature across differing demographics. There has been, however, little research that has examined in-depth the experiences of women with intellectual disabilities aged 40 years or older. Fifty-five women from Sydney, Australia, and Prague, Czech Republic, were recruited to the study. Participants were recruited through agencies known to the researchers, ensuring ethical conduct of all procedures. Each participant completed a semi-structured interview, and using a grounded theory approach, a series of themes were identified common across all women. The strongest theme identified throughout the interviews was the lack of control participants perceived they had over their lives. The results of this study further the call for people with intellectual disabilities to be provided the opportunity to participate in decisions about their life choices.
Publisher: Wiley
Date: 08-05-2023
DOI: 10.1111/BLD.12530
Abstract: The digital inclusion of people with learning disabilities is an important topic because more of our lives are spent using technology and being online. Articles in this special issue talk about the digital inclusion of people with learning disabilities. We look at their experiences and the experiences of other people in their lives. The articles talk about how people with learning disabilities use technology and the things that help and stop people from using the internet and technology. The articles also talk about how using technology helped a lot of people during the coronavirus disease 2019 pandemic. The articles talk about how people with learning disabilities need choices, opportunities, support and training to make digital inclusion happen so they can use technology like everybody else.
Start Date: 08-2023
End Date: 08-2026
Amount: $480,315.00
Funder: Australian Research Council
View Funded ActivityStart Date: 03-2016
End Date: 12-2018
Amount: $392,200.00
Funder: Australian Research Council
View Funded Activity