ORCID Profile
0000-0002-5936-2482
Current Organisation
The University of Newcastle
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Publisher: Informa UK Limited
Date: 09-09-2022
Publisher: Informa UK Limited
Date: 03-07-2023
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Alexander Graham Bell Association for the Deaf and Hard of Hearing
Date: 12-2019
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Informa UK Limited
Date: 02-10-2022
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: Wiley
Date: 03-10-2021
Abstract: The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping review aims to analyse the structures and elements of a standardised curriculum that best enables the authentic inclusion of students who have S/PMLD. The philosophical, design and practice considerations in constructing an inclusive curriculum structure for students with S/PMLD in a standardised educational system are discussed. Results are further explored to create a basis for discussion, provide guidance for policymakers and outline a future research platform.
Publisher: Informa UK Limited
Date: 02-10-2019
Publisher: Project MUSE
Date: 2018
Publisher: Informa UK Limited
Date: 02-01-2021
Publisher: Maney Publishing
Date: 20-02-2009
DOI: 10.1002/CII.384
Publisher: Project MUSE
Date: 2021
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 03-07-2022
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press (OUP)
Date: 11-06-2019
Abstract: Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes the importance of language the benefit of online social networking sites the role of the family the role of the school inclusion and identity role models and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 23-01-2023
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 02-01-2023
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 02-10-2018
Publisher: Informa UK Limited
Date: 11-09-2020
Publisher: Informa UK Limited
Date: 02-04-2020
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 03-04-2023
Publisher: Project MUSE
Date: 09-2022
Publisher: Elsevier BV
Date: 08-2019
DOI: 10.1016/J.IJPORL.2019.04.028
Abstract: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canada. Despite known problems providing services in rural areas, there is limited research investigating services for children with hearing loss living in rural areas. This scoping review examines the accessibility of services for children with hearing loss in rural U.S. and Canada. The search strategy included four databases and gray literature from 2008-2018. Eight government documents and 16 articles met the inclusion criteria and the main findings in the literature were themed. Children with hearing loss, experienced difficulties accessing specialized services which influenced the timing of diagnosis of hearing loss, receiving hearing technology and accessing ongoing support. Families in rural areas also had access to less information about hearing loss than urban families. Managing funding and health insurance was also a challenge for families in rural areas. The limited research in this area indicates that children with hearing loss in rural areas can experience barriers when accessing the same services as their urban peers. Limited service provision can negatively influence outcomes for children with hearing loss. Alternate service delivery such as teleintervention and visiting specialists can improve service provision in rural areas. Comprehensive research of the experience of children with hearing loss across states, provinces and territories would guide improvements to services for children with hearing loss in rural areas of the U.S. and Canada.
Publisher: Emerald
Date: 26-11-2020
Publisher: Wiley
Date: 06-2020
DOI: 10.1111/AJR.12613
Publisher: Geological Society of America
Date: 03-02-2023
DOI: 10.1130/B36339.1
Abstract: The age, emplacement, and metamorphic history of the garnet hibolitic and retrogressed eclogitic slices in the Menderes Massif (Eastern Aegean) have been a matter of debate since the 1990’s. Late Cretaceous garnet hibolitic and retrogressed eclogitic slices in the Bozdağ and Çine nappes show low-angle tectonic contacts with the surrounding Early Cambrian meta-siliciclastics in the Alaşehir-Yahyaalcı and late Neoproterozoic basement rocks in the Birgi and Tire-Çamlıca Klippe in the northern Menderes Massif. Lower and upper intercept ages on the discordia diagrams of the garnet hibolitic slices are 82 ± 230 Ma and 554 ± 14 Ma, respectively, in the Yahyaalcı-Alaşehir area of the Bozdağ Nappe and 96 ± 260 Ma and 550 ± 13 Ma, respectively, in the Camlica-Tire Klippe area of the Çine Nappe. Retrogressed eclogitic slices give dates of 81 ± 13 Ma lower intercept and 546 ± 13 Ma upper intercept discordant ages in the Yenişehir-Kiraz area of the Çine Nappe. Lower intercept age of 81 ± 13 Ma is supported by two spots dated on metamorphic zircons showing positive Eu patterns yielding 86.0 ± 1.3 Ma concordant age. Zircon U-Pb dating on the oscillatory zoning spots are dated as 537.5 ± 1.6 Ma (mean square weighted deviation [MSWD] = 1.5, n = 41) for the garnet hibolic slices in the Yahyaalcı-Alaşehir area (Bozdağ Nappe), 539.0 ± 1.1 Ma (MSWD = 1.4, n = 56) for the garnet hibolite slices in the Camlica-Tire Klippe area (Çine Nappe), and 536.6 ± 2.3 Ma (MSWD = 1.7, n = 32) for the retrogressed eclogitic slices (Çine Nappe). These ages combined with Eu negative anomalies on the dated spots are evaluated as representing their magmatic crystallization ages of the protoliths. Garnet isopleth intersections and pseudosections gave pressure-temperature conditions of 14 kbar and ∼680 °C for the retrogressed eclogites, whereas garnet hibolites display disequilibrium in whole rock scale. We propose that the age of their protoliths likely correlate with the Cadomian rift-related Early Cambrian meta-mafic dykes that were subducted beneath the İzmir-Ankara-Erzincan Neotethyan lithosphere during the Late Cretaceous. The new rutile U-Pb age of 30.1 ± 2.0 Ma supports that the tectonic slices of the İzmir-Ankara oceanic lithosphere and metamorphosed Tauride-Anatolide continental margin were emplaced onto the Menderes Massif to generate the “main Menderes metamorphic terrane” during the latest Paleocene and early Eocene.
Publisher: Alexander Graham Bell Association for the Deaf and Hard of Hearing
Date: 12-2012
Publisher: Springer Science and Business Media LLC
Date: 2013
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 02-04-2016
Publisher: Project MUSE
Date: 2023
Publisher: Cambridge University Press (CUP)
Date: 26-02-2021
DOI: 10.1017/JSI.2021.2
Abstract: Inclusive education workforce capability is the ability of the education workforce to meet in idual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student ersity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.
Publisher: Informa UK Limited
Date: 07-09-2020
Publisher: Project MUSE
Date: 06-2022
Abstract: Social capital can positively influence students' postsecondary aspirations and their postschool transitions to higher education and employment. Educators, families, and young people themselves can play an active role in generating and developing adolescents' social capital. A targeted focus on developing robust social capital could play an important role in the transition planning and support provided to secondary students who are deaf or hard of hearing (DHH) and contribute to their success in postsecondary education and employment. A qualitative study gaining the perspectives of DHH young adults attending universities in Australia investigated the role of social capital in assisting DHH students in their attainment of postsecondary education. Ten DHH university students who communicated primarily through spoken English participated in semistructured interviews. Thematic analysis identified social capital facilitator themes on four levels: community, school, family, and in idual. In addition, two barrier themes were identified.
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Alexander Graham Bell Association for the Deaf and Hard of Hearing
Date: 30-10-2020
Abstract: Decision-making is fundamental to everyday modern life (Porter, Creed, Hood, & Ching, 2018 Ranyard & Crozier, 2002). Some decisions require little thought, while others are more complex as options considered do not always lead to clear outcomes (Baron, 2008). Caregivers of children who are deaf or hard of hearing (DHH) are frequently confronted with complex decisions (Marschark, 2018), with the almost universal decision encountered being school enrollment choice. This systematic literature review explores worldwide research on factors effecting the decisionmaking processes of caregivers of children who are DHH when deciding on an educational setting. Three databases were searched and reference lists of identified articles examined, which resulted in a limited number of documents located. To broaden the scope of the review, another search was conducted to include caregivers of children with other disabilities. In all, nine articles were found and analyzed for common themes and sub-themes relevant to the decision-making processes of caregivers when choosing educational settings for their children who are DHH or who have other disabilities. Three broadly grouped themes were identified: child-centered, familial, and school. Five sub-themes were also identified: community inclusion, additional disabilities and wellbeing, complexity of decision-making, information input and flow, and school systems and personnel.
Publisher: Edith Cowan University
Date: 04-2021
DOI: 10.14221/AJTE.2021V46N4.6
Abstract: With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made
Publisher: Edith Cowan University
Date: 08-2019
Publisher: American Speech Language Hearing Association
Date: 04-2008
DOI: 10.1044/ARII15.1.5
Abstract: This paper examines telepractice aural habilitation for school-age children delivered via videoconferencing. It identifies issues, concerns, and successful teaching behaviors and strategies employed in this unique environment. The paper concludes with a description of the Royal Institute for Deaf and Blind Children’s Teleschool and a case study of a 16-year-old cochlear implant user who has received intercontinental auditory-verbal therapy via videoconferencing for 24 months.
Publisher: Oxford University Press (OUP)
Date: 18-12-2020
Abstract: There are many documented benefits of social capital to adolescents in general, and for young people who are deaf or hard of hearing social capital can potentially have a buffering effect against adverse life outcomes. Using the Loneliness and Social Dissatisfaction Questionnaire ( Asher et al., 1984 Cassidy & Asher, 1992) and the Looman Social Capital Scale ( Looman, 2006), this research investigated changes in levels of social capital and loneliness and peer relationships of deaf or hard of hearing adolescents before attending a residential c and then three, six- and 12-months post-c . The c was specifically for DHH adolescents whose primary communication mode was spoken language. The study also investigated associations between social capital and adolescents’ perceptions of loneliness and peer relationships. Results indicated no statistically significant change in social capital and loneliness and peer relations over the four-time points. There was a significant association between one social capital scale, common good, and loneliness. Implications of these findings are discussed, and recommendations are made for enhancing social capital development within a residential c experience.
Publisher: SAGE Publications
Date: 19-02-2020
Abstract: Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related case law in the context of the education of students with disability in Australia. Content analysis of the articles indicated the existence of problems in several areas of the intersection between the law, policy and practice. These are outlined under five key themes: inclusion/exclusion, jurisdictions and definitions, the complaints-driven system, legislation clarity and reasonable adjustments. The review concludes with recommendations and suggestions for action.
Publisher: Oxford University Press (OUP)
Date: 05-03-2018
Abstract: Children in regional, rural and remote areas have less access to services than those living in urban areas. Practitioners serving children with a hearing loss have attempted to address this gap, however there are few studies investigating service access and experiences of non-metropolitan families and professionals. This systematic review evaluates the literature on service provision to children with a hearing loss living in regional, rural and remote areas of Australia. A search of five databases, the gray literature and a prominent author located 37 relevant documents. The journal articles were rated for quality and the findings of all documents were themed. The evidence from this review indicates that children with a hearing loss living in regional, rural and remote Australia experience reduced quality and frequency of service. Further investigation is needed to identify the accessibility and suitability of services for children with a hearing loss in non-metropolitan areas.
Publisher: Edith Cowan University
Date: 04-2021
DOI: 10.14221/AJTE.2021V46N4.6
Abstract: With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 29-09-2021
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Oxford University Press
Date: 02-05-2014
Publisher: Informa UK Limited
Date: 02-10-2021
Publisher: No publisher found
Date: 2014
No related grants have been discovered for Jill Duncan.