Shiralee Poed

The University of Queensland | UQ · School of Education

This article focuses on the experiences of students with disability in higher education. We argue that despite the legislative and policy obligations that are meant to enshrine the rights of students with disability, the reality is that students are still confronted with barriers that inhibit their access, participation and engagement. We observe t...

Background Few studies have considered policies which underpin the promotion of positive behaviour support (PBS). The present study examined policy beliefs about PBS and their relationship to restrictive practices. Methods Discourse network analysis (a combination of critical discourse analysis and social network analysis) was used. Results A tot...

This paper reports on a faculty-wide investigation into the experiences of students requiring academic accommodations due to disability. Underpinned by the social model of disability and acceptance that universal design benefits the entire community, this study was conducted at a leading Australian university. A mixed methods approach was used to e...

Background: Little is known about networks for positive behaviour support (PBS) in disability services. This study explores a PBS network to identify influential persons in its promotion and communication. Methods: Quantitative sociometric methods were used to identify persons who occupy positions of either boundary spanning (those that link people...

Positive behavior support (PBS) is an example of a disability policy that has gained international acceptance through its promotion as a means of improving personal outcomes, reducing restrictive practices, and upholding human rights. We take the situation of devolution of responsibility for restrictive practices in the Australian National Disabili...

Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary practices towards a positive and supportive approach to student behaviour. Although around half of state schools in Queensland have received training to implement PBL...

Background: It is necessary to understand which variables successfully contribute to the adoption of positive behaviour support (PBS) in disability services if people with disability are to experience meaningful outcomes. Methods: A systematic review of the disability support literature was undertaken, and meta-aggregation was used to synthesise th...

Digital literacy capability is important for all students, particularly for those with disability, as it can enable access to learning. The challenges in understanding what this capability means for students with disability, and how their learning in this area progresses, has created difficulties for teachers in supporting these students to become...

More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm...

Education jurisdictions across Australia have significant experience with initiating and building the implementation of positive behavioral interventions and supports (PBIS) in schools. This column describes the nature of the Australian education system and contextualizes the way PBIS had been implemented. Future directions to enhance the scaled im...

The Commonwealth of Australia (2016) inquiry into access to learning for students with disability received several submissions on gatekeeping practices in Australian schools, resulting in minimised school enrolment and reduced participation in classrooms. The inquiry also received reports of the use of restrictive practices such as restraint and se...

Video Self-Modelling (VSM) and Video Peer-Modelling (VPM) have proved effective when teaching pro-social behaviours to students with disability, individually and during whole-class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both...

This chapter is published in the Encyclopaedia of the UN Sustainable Development Goals: https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-69902-8_18-1

Positive behaviour support features prominently in Australian state and federal disability policy, and with the move to the National Disability Insurance Scheme (NDIS), and the continuing role of the states in safeguarding the rights of people with disabilities, the representation of positive behaviour support in Australian policy is an important c...

Master Class presentation on the application of PBIS when working with students with disability

Workshop presentation exploring the application of PBIS in high school settings

Keynote presentation exploring Multi-Tiered Systems of Support

Purpose – The purpose of this paper is to describe and discuss the variables which have contributed to the adoption of positive behaviour support (PBS) and applied behaviour analysis (ABA). Differences and similarities are highlighted, applications to contemporary issues in the UK and Australia are emphasised, and considerations posed for their imp...

Listening to the voices of students with disabilities offers educators opportunities for critical reflection on their practice (Peters, 2010), and allows children to have agency over educational decision-making. While these opportunities occur informally every day in classrooms, there is also a legal mandate that students with disabilities, or thei...

https://pursuit.unimelb.edu.au/articles/making-a-case-for-teacher-aides

Law and education

Law and education

Background: Little research has been conducted regarding policies for positive behavioural support (PBS) despite its wide acceptance as a valid approach to practice and service provision in disability services. Method and materials: Using the model of policy as text and policy as discourse, and the methods of literary analysis and the concept of c...

http://www.icevi-europe.org/files/2017/empowered-by-dialogue/icevi-europe-2017-proceedings.pdf

Digital literacy is widely accepted as an important part of the school curriculum for all students due to the integration of digital and networked technologies and programs across personal, educational, professional, and sociocultural realms. However, the skilful and effective use of digital technologies remains a challenge for many students. This...

Many teachers report difficulty making instructional adjustments, particularly for learners from marginalised backgrounds. Teachers can also struggle within increasingly demanding school environments to implement effective interventions that address the academic and social needs of students. While some students with disabilities require access to s...

The Hallmark Disability Research Initiative at the University of Melbourne, Australia, provides this written submission to the Day of General Discussion on the right to education of people with disabilities, Article 24 CRPD, on 15 April 2015. This submission is targeted specifically towards the panel discussion on “Accessibility and reasonable acco...

More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit fro...

http://www.anzela.edu.au/assets/ANZELA_Program_and_Registration_2014_09_05.pdf

http://aase.edu.au/wordpress/wp-content/uploads/documents/SEP-Contents-Vol24-No1-18Jun15-.pdf

https://espace.library.uq.edu.au/data/UQ_246760/UQ246760_fullchapter.pdf?Expires=1501313174&Signature=ZQ-X77YOOyaPX-s8vftztiBJXvb5WSJqMvnuvrcAtMEZO2vifALbDemCHHL7ycPt4uqFc~EoicOcnlgCaWgTBuqb7pAUR9CcxxqZ9X2M867g80exHq2q4pvAf91TucjAfJQevcXODuK2aPZhF2ioyuNXVfGoXDVWAwGDdomNZhi2N4Ex6Db80fjOQrY7AYE-ap1b4cj52aWu1VnMjWdZZ6nfCvhUGSAogcv7tiI2jnFF76rtbTon6AYg...

Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Part...

http://theconversation.com/my-school-flaws-mask-true-picture-for-students-with-disabilities-702

Despite the enactment of legislation in the area of disability discrimination, continued tensions are experienced between educational authorities and parents. This chapter details a proposed methodological framework for doctoral research, examining the possible source of these tensions: the meaning of the phrase “reasonable adjustments”. A forensic...

In Australia, the Disability Standards for Education 2005 (Cth) (Standards) outline how specific areas of education are to be made accessible to students with disabilities. The central tenet of the Standards is that students with disabilities are treated 'on the same basis' as a student without a disability. The Standards include statements of the...

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