| Journal Article |
|---|
| StEvens, C, The lived experience of autistic teachers: a review of the literature, International Journal of Inclusive Education pp. 1-15. ISSN 1360-3116 (2022) [Refereed Article] |  |
| Thomas, J and Rayner, C, A preliminary study of students with disabilities in 'flexi' education settings, Australasian Journal of Special and Inclusive Education pp. 1-14. ISSN 2515-0731 (2021) [Refereed Article] | |
| Garrad, T-A and Rayner, R and Pedersen, S and Cuskelly, M, From research to reality: Australian evidence-based practice in autism education, Journal of Research in Special Educational Needs pp. 1-11. ISSN 1471-3802 (2021) [Refereed Article] | |
| Mudwari, N and Cuskelly, M and Murphy, C and Beasy, K and Aryal, N, Impact of COVID-19 on refugee-background students during school shut down in Australia: a call for action, Teachers and Curriculum, 21, (1) pp. 71-76. ISSN 2382-0349 (2021) [Refereed Article] | |
| Opoku, MP and Rayner, CS and Pedersen, SJ and Cuskelly, M, Mapping the evidence-based research on Ghana's inclusive education to policy and practices: a scoping review, International Journal of Inclusive Education, 25, (10) pp. 1157-1173. ISSN 1360-3116 (2021) [Refereed Article] | |
| Lin, FF and Del Fabbro, L and Needham, J and Sidwell, D and Shaw, J, Supporting culturally and linguistically diverse (CALD) undergraduate nursing students undertaking clinical placements in Australia: An exploratory qualitative study of clinical facilitator and CALD student perceptions, Nurse Education Today, 97 pp. 1-9. ISSN 0260-6917 (2021) [Refereed Article] | |
| Opoku, MP and Cuskelly, M and Pedersen, SJ and Rayner, CS, Applying the theory of planned behaviour in assessments of teachers' intentions towards practicing inclusive education: a scoping review, European Journal of Special Needs Education ISSN 0885-6257 (2020) [Refereed Article] | |
| Opoku, MP and Cuskelly, M and Pedersen, SJ and Rayner, CS, Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana, European Journal of Psychology of Education, 36 pp. 673-691. ISSN 0256-2928 (2020) [Refereed Article] | |
| Vlcek, S and Somerton, M and Rayner, C, Collaborative teams: teachers, parents, and allied health professionals supporting students with autism spectrum disorder in mainstream Australian schools, Australasian Journal of Special and Inclusive Education, 44 pp. 102-115. ISSN 2515-0731 (2020) [Refereed Article] | |
| Opoku, M and Rayner, C and Cuskelly, M and Pedersen, S, The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana, International Journal of Disability, Development and Education pp. 1-17. ISSN 1034-912X (2020) [Refereed Article] | |
| Opoku, MP and Tawiah, R and Agyei-Okyere, E and Osman, S and Afriyie, SA, Teaching students with down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers, International Journal of Disability, Development and Education, 66, (2) pp. 218-232. ISSN 1034-912X (2019) [Refereed Article] | |
| Alahmadi, T and Drew, S, Evaluation of image accessibility for visually impaired users, Journal of Accessibility and Design for All, 8, (2) pp. 125-160. ISSN 2013-7087 (2018) [Refereed Article] | |
| Wood, L and Carter, M and Martin, K, Dispelling stereotypes Skate Parks as a setting for pro-social behavior among young people, Current Urban Studies, 2, (1) pp. 62-73. ISSN 2328-4900 (2014) [Refereed Article] | |
