In a recent article in The Times, C4IE member Haley Tancredi highlighted that about four students per classroom have a language or attention disorder, such as developmental language disorder (DLD) or attention-deficit hyperactivity disorder (ADHD), often going unnoticed. Tancredi and colleagues’ study involving 59 students with DLD and/or ADHD revealed that excessive teacher talk in Year 10 English classes hinders their ability to focus and understand. Effective teaching strategies include using simple language, repeating information, and regular check-ins with students. The study underscores ..read more

Download our free infographic: Communication Matters: 7 Little Things Teachers Do That Mean a Lot to Parents of Students with Disabilities Little Things Mean a Lot: Parent Perspectives on Positive Teacher-Parent Communication When Students Have Disabilities This study by C4IE researchers, Dr Glenys Mann, Dr Linda Gilmore, Lynsey Kennedy-Wood,  Lara Maia-Pike, and colleague, Ainsley Robertson, published in Teachers and Teaching: Theory and Practice, explores the significance of positive communication between teachers and parents for students with disabilities. Using semi-structured focus g ..read more

In a recent article from ABC News titled Calls for inclusivity to find a place for children with disabilities in mainstream schools, Dr Glenys Mann highlights the ongoing challenges and inadequacies of Australia’s dual education system. Dr Mann argues that the coexistence of mainstream and special schools contradicts both research and Australia’s obligations under the Convention on the Rights of Persons with Disabilities (CRPD). She emphasises the harmful effects of segregated schooling on students with disabilities and advocates for a fully inclusive education system. Dr Mann also points out ..read more

On 10th July, Loren Swancutt, presented at the World Down Syndrome Congress (WDSC) 2024, focusing on equitable access to grade-level academic curriculum as a cornerstone of inclusive education. Her presentation highlighted that when students with complex learning profiles, including those with Down Syndrome, are included in the regular curriculum alongside their peers, they achieve increased outcomes across various measures. However, curricular inclusion poses significant challenges for teachers, especially in secondary school settings. To address this, Loren explored the why, how, and what of ..read more

Congratulations to Haley Tancredi, Dr Callula Killingly, and C4IE Centre Director, Professor Linda Graham, for their recent publication in The Conversation titled, “’My brain leaves the room’: what happens when teachers talk too much”. The article explores the negative impact of excessive teacher talk on student engagement and learning, particularly for students with developmental language disorder (DLD) or attention-deficit hyperactivity disorder (ADHD). It highlights the importance of balancing teacher-led instruction with student-centred activities to maintain attention and enhance educatio ..read more

On 23rd June 2024, Professor Suzanne Carrington was invited to present at the Third International Symposium on Inclusive Education at Central China Normal University (CCNU), Wuhan, China. CCNU have a strong team of academics working in inclusive education and special education and conduct high quality research and publish in Q1 journals. This team also leads professional learning for schools. Inclusive education is a policy priority in China and there is significant support to prepare teachers from special schools and regular schools to work collaboratively to progress inclusion in China. Of c ..read more

On Wednesday, 10th and Thursday 11th July, C4IE was delighted to welcome the Western Australian Minister for Education; Aboriginal Affairs; Citizenship and Multicultural Interests, the Hon Dr Tony Buti. The Minister, Ms Marcia Czerniak (Senior Policy Adviser to the Minister), and members of his executive team in the WA Department of Education, Ms Milanna Heberle (WA Deputy Director General-Student Achievement), Ms Melesha Sands (WA Deputy Director General-Schools), and Mr Stuart Percival (Assistant Executive Director-Service Delivery) spent two days meeting with C4IE Director Professor Linda G ..read more

C4IE has been awarded the Australian Disability Clearinghouse on Education and Training (ADCET) award for our QUT You unit: Living and Working Collaboratively, Ethically, and Inclusively. The ADCET Accessibility in Action Awards recognise individuals, project teams, and initiatives that have significantly advanced accessibility and promoted inclusive practices in education and training across the Australian tertiary sector. QUT You, co-developed by Professor Linda Graham, Associate Professor Jenna Gillet Swann, and Lara Maia Pike, along with other QUT colleagues, utilised accessibility and uni ..read more

On 30 and 31 May 2024, Professor Linda Graham and PhD candidate Haley Tancredi presented at the Australian Council for Educational Leaders (ACEL) eighth national Inclusion and Disability conference. The event was attended by over 300 education leaders, educators, policy makers, and other stakeholders from across Australia. Linda and Haley presented a keynote on findings from the Accessible Assessment ARC Linkage and a workshop focusing on the fundamental concepts of Inclusive Education. During their visit, Linda and Haley also met with The Honourable Mark Monaghan, Minister for ..read more

Congratulations to C4IE members Dr Glenys Mann, Professor Linda Gilmore, doctoral candidates Lynsey Kennedy-Wood and Lara Maia-Pike, and colleague Ainsley Robertson for their work being featured in the latest Australian Institute for Teaching and School Leadership Limited (AITSL) Spotlight: Strengthening Parenting Engagement to Improve Student Outcomes. Their paper, titled “Little Things Mean a Lot: Parent Perspectives on Positive Teacher-Parent Communication When Students Have Disability”, highlights the importance of genuine, two-way, respectful communication in building trusting and benefic ..read more