Sociolinguistic variation in Australian Sign Language (Auslan): Theoretical and applied dimensions. The sign language of the Australian deaf community, Auslan, exhibits significant sociolinguistic variation in its vocabulary and grammar. This project aims to collect linguistic data from a range of deaf signers controlled for gender, age, region, class and social networks, using a recently developed draft sign language assessment instrument. The results will contribute to our theoretical understa ....Sociolinguistic variation in Australian Sign Language (Auslan): Theoretical and applied dimensions. The sign language of the Australian deaf community, Auslan, exhibits significant sociolinguistic variation in its vocabulary and grammar. This project aims to collect linguistic data from a range of deaf signers controlled for gender, age, region, class and social networks, using a recently developed draft sign language assessment instrument. The results will contribute to our theoretical understanding of sociolinguistic variation in the language and will also meet the pressing need for the development of valid and reliable tools for the assessment of grammatical skills in Auslan.Read moreRead less
Implementing and evaluating the Life Needs Model for young people with cerebral palsy. This study will provide evidence of a quantitative and qualitative nature about the access and engagement of people with cerebral palsy utilising a life needs model approach. The benefits are expected to be a decrease in dependency and a move towards greater interdependency, social inclusion, productivity and sustainability for people with cerebral palsy.
Intervention in the Number Learning of Low-Attaining 3rd- and 4th-Graders. In recent years, school systems both in Australia and elsewhere in the world have placed increased emphasis on numeracy. Nevertheless, significant numbers of students finish primary school without successfully learning basic arithmetic. These students have little chance of catching up this learning during the secondary school years and of becoming numerate adults. Australia has pioneered the development of intervention pr ....Intervention in the Number Learning of Low-Attaining 3rd- and 4th-Graders. In recent years, school systems both in Australia and elsewhere in the world have placed increased emphasis on numeracy. Nevertheless, significant numbers of students finish primary school without successfully learning basic arithmetic. These students have little chance of catching up this learning during the secondary school years and of becoming numerate adults. Australia has pioneered the development of intervention programs in the early years of school but there are virtually no established intervention programs in the Years 3-6 range. The project involves the use of innovative methodologies and collaboration with teachers to research and develop successful intervention programs.Read moreRead less
Positive Pathways to Reading for Disadvantaged Children: Identifying Psychosocial Antecedents and Implementing Effective Intervention to Enhance Literacy, Self-concept, and Motivation. Early intervention to combat reading difficulties in primary schools is vital given the pervasive long-term academic and mental health consequences. Consistent with National Research Priorities (Promoting/maintaining good health/well-being),our research offers important educational/socio-economic benefits by: enri ....Positive Pathways to Reading for Disadvantaged Children: Identifying Psychosocial Antecedents and Implementing Effective Intervention to Enhance Literacy, Self-concept, and Motivation. Early intervention to combat reading difficulties in primary schools is vital given the pervasive long-term academic and mental health consequences. Consistent with National Research Priorities (Promoting/maintaining good health/well-being),our research offers important educational/socio-economic benefits by: enriching disadvantaged children's reading achievement, promoting psychosocial adjustment and life potential, and elucidating multiplier effects of the intervention on volunteers administering the intervention, home life, and school engagement. Synergies between substantive research, methodological rigour, and practice will ensure real solutions and a research framework that will make a substantial contribution to Australia's future.Read moreRead less
Comparative Analysis of Early Intervention Programs for Young Children with Autism. This project will contribute valuable information on how agencies and governments nationally and overseas can cater for a rapidly growing number of students identified with autism. Two early intervention programs - home-based and centre-based - for young children with autism and their families will be compared to each other and a control group. Through promoting strong family knowledge about autism, strategies fo ....Comparative Analysis of Early Intervention Programs for Young Children with Autism. This project will contribute valuable information on how agencies and governments nationally and overseas can cater for a rapidly growing number of students identified with autism. Two early intervention programs - home-based and centre-based - for young children with autism and their families will be compared to each other and a control group. Through promoting strong family knowledge about autism, strategies for managing a young child with autism (e.g., communication, social skills), plus fostering inter-family and community links, families will be empowered to promote healthy outcomes for their young child.Read moreRead less
Executive functioning, gender, age and medication as predictors of developmental well-being among students with ADHD. This study constructs social-cognitive phenotypes of ADHD, evaluates mental health and investigates ADHD student perceptions of classroom environment and achievement in science as functions of executive functioning, gender, age and medication. The effect of standard psychostimulant intervention and a novel nonpsychostimulant option on executive function, developmental and educati ....Executive functioning, gender, age and medication as predictors of developmental well-being among students with ADHD. This study constructs social-cognitive phenotypes of ADHD, evaluates mental health and investigates ADHD student perceptions of classroom environment and achievement in science as functions of executive functioning, gender, age and medication. The effect of standard psychostimulant intervention and a novel nonpsychostimulant option on executive function, developmental and educational outcomes will be investigated. The expected outcomes will inform more effective teacher professional development, and reduce school problems associated with psychostimulant medication and its illicit distribution by students. The linkage of health and education partners meets a nationally identified need for more effective collaboration to improve education outcomes for ADHD students.Read moreRead less
Profiling developmental standards of learning for students with intellectual disabilities. This project addresses an area of educational assessment that has been traditionally neglected as 'too hard'. It offers hope to students with intellectual disabilities. If developmental progress can be mapped and identified in competency terms and linked to successful teaching and learning strategies, the students can be expected to make more rapid progress towards achieving their potential. Teachers in ma ....Profiling developmental standards of learning for students with intellectual disabilities. This project addresses an area of educational assessment that has been traditionally neglected as 'too hard'. It offers hope to students with intellectual disabilities. If developmental progress can be mapped and identified in competency terms and linked to successful teaching and learning strategies, the students can be expected to make more rapid progress towards achieving their potential. Teachers in mainstream schools can also expect to be helped in recognising development and given advice for intervention. The materials will be made available world wide to help all students in this challenging area.Read moreRead less
Linking to learn and learning to link: building integrated school-based support systems for children and families in a disadvantaged community. The project will implement in a disadvantaged community changed institutional practices within primary schools and a partner welfare agency to increase family-school connectedness to improve children's behaviour and school performance. We build on the Pathways Project, which improved these outcomes for vulnerable preschool children, but highlighted the c ....Linking to learn and learning to link: building integrated school-based support systems for children and families in a disadvantaged community. The project will implement in a disadvantaged community changed institutional practices within primary schools and a partner welfare agency to increase family-school connectedness to improve children's behaviour and school performance. We build on the Pathways Project, which improved these outcomes for vulnerable preschool children, but highlighted the critical importance of family involvement with schools to effect enduring change and the difficulties of achieving this within current structures. We address this challenge by nurturing whole-school culture change, providing teacher professional development, and locating family support resources within schools to promote home-school partnerships, family functioning, and child well-being. Read moreRead less