The C4IE Blog

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Are school lockdowns necessary in Australia?

Many schools in Queensland are being locked down and drills are seen as an important procedure for student safety. In this blog Professor Marilyn Campbell, Associate Professor Beth Saggers and Associate Professor Adrian Kelly explore whether these drills are effective at keeping students safe and what impact they might have on students’…

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Why do we need kids to help design our cities?

In this blog, Dr Natalie Wright discusses the importance of providing educational opportunities for childrens’ participation in urban design to increase citizenship, social interaction and personal development.   Thirty years from now, today’s primary school students will be taking their own children to school. But what kind of cities…

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Professional collaboration: an essential ingredient for inclusive education

In this blog, Ms Haley Tancredi discusses the power of genuine professional collaboration as an essential ingredient in supporting teachers to enact inclusive pedagogies in their classrooms.   Inclusive education is a human right for all students with disability, and educators and others working in schools are obligated to uphold this…

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Job-Ready? The gap between policy and practice for Australian students on the autism spectrum transitioning out of secondary school

In this blog post, PhD candidate Lara Maia-Pike describes her research, which aims to map the post-school transition planning experiences and aspirations of students on the autism spectrum over time. If this important research interests you or someone you know,  please visit the project website.   In October this year, the Australian…

Young woman with long hair sits on floor with back against couch looking at her phone. Blurred out behind her are a yound man and woman sitting on a couch talking.
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Do universities take peer student bullying seriously?

In this blog post, PhD candidate Ms Zoe Vaill discusses her research on the quality, usability and implementation of university student anti-bullying policies in Australia and the UK. Zoe has also investigated student knowledge and use of these policies and students’ experiences with bullying at university.   Does bullying actually…

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What does exclusionary discipline do and why should it only ever be used as a last resort?

In the first of two blog posts on exclusionary discipline, C4IE’s Director, Professor Linda Graham explains why suspensions and exclusions do not work and why they should only ever be used for serious incidents or as a last resort. In a follow-up post, she will point to recent policy advances from Australia and the United States to…

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Cultivating an inclusive environment for Aboriginal and Torres Strait Islander Boarding Students

In the next few months, many Indigenous students will be preparing to leave their communities and move to the city to attend boarding school in 2021. In this blog, Dr Francis Bobongie-Harris explains how urban boarding schools can establish inclusive environments and support Indigenous students who move to regional areas to attend…

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Emotional Energy, Diversity, and Harmony in a Confucian Heritage Classroom

In this blog post, Dr James Davis discusses emotional energy from a Confucian heritage perspective. Emotional energy is interconnected with cognitive aspects of learning while at the same time, deeply embedded in societal, organisational and classroom levels of culture. James discusses Confucian emotive experiences associated with…

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Mammoth effort, limited results: Why is it that even conscientious schools can struggle to reduce cyberbullying?

In this post, PhD student Donna Pennell discusses her research which uncovered hidden influences on schools that were hindering their efforts to reduce student cyberbullying.   Student cyberbullying: Can’t more be done? Cyberbullying occurs when a student is intentionally, repeatedly and harmfully targeted by someone who simply wishes…

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How COVID-19 changed our teaching approach

In this post, teacher and Head of Department Ms Frances Constantine and Dr Prue Miles from The Centre for Inclusive Education reflect on COVID-19 online learning, and what teachers can take from this experience, to build innovative and engaging curriculum delivery.   There is no doubt that COVID-19 introduced unique challenges and…

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Why is it so difficult for schools to retain high quality secondary school teachers? A possible solution.

In this blog post, Associate Professor Alberto Bellocchi discusses recent research that investigated an early career teacher’s classroom experiences of emotion management, using innovative research methodologies.   Australian secondary schools have great difficulty finding and retaining high quality specialist teachers. Why? Firstly…

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Do our country cousins have something to tell us about supporting teachers and parents in a pandemic?

In this blog post Associate Professor Beth Saggers, discusses research outcomes of the Early Years Behaviour Support Project. This research was conducted as part of the Autism CRC School Years Program. It trialled the use of a novel tele-classroom consultation approach to support teachers in rural and remote regions of Australia.    The…

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Why are special schools still on the menu?

In this post, Dr Glenys Mann discusses parental choice and the provision of special schools as an option for students with disability.   School choice is a defining feature of Australian education for many families but when it comes to choosing a school for children with disability, should segregated schools be on the menu? The decision…

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Gatekeeping the enrolment of students with disability

In this blog post, Associate Professor Shiralee Poed discusses the issue of enrolment gatekeeping, a practice that is unlawful in Australia, under the Disability Standards for Education 2005.   Recently, on social media, the issue of gatekeeping in Australian schools was again raised. On this occasion, a parent of a primary-aged student…

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Drawing on real classroom experiences: Teaching for diversity

In this blog post, Suzanne Carrington, Beth Saggers, Amanda Webster, Keely Harper-Hill and Julie Nickerson discuss their new research, published this week in the International Journal of Educational Research. This research investigated the Universal Design for Learning principles, guidelines, and checkpoints used by Australian teachers…

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#InThisTogether

In the spirit of Reconciliation, I would like to acknowledge the traditional custodians of all lands where our C4IE Blog readers reside. I pay my respects to our elders past, present and emerging and recognise their roles as traditional knowledge holders. I acknowledge their spiritual, cultural and continuing connection to Country and…

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Teaching school science by gamification

In this blog post, Dr James Davis discusses the role of gamification in teaching and assessing school science. While playing games in school science may challenge some teachers’ perceptions around science pedagogy and curriculum, James discusses the opportunities that gamification can offer, particularly related to student…

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Inclusive teaching practices for learning at home

In this blog post, Dr Carly Lassig and Dr Sofia Mavropoulou discuss strategies for applying inclusive teaching practices to learning at home, drawing on approaches such as Universal Design for Learning and differentiation, as well as adjustments for students with disability. You can download this information as a PDF – Inclusive teaching

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How to plan for connected and engaged learning at home

In this post, Dr Sofia Mavropoulou and Dr Carly Lassig discuss planning ideas and resources that teachers can use to engage their students in connected learning at home. You can download this information as a PDF – How to plan for connected and engaged learning at home (PDF file, 2MB)   In the time of the COVID-19 pandemic, teachers have…

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Ethical Leadership for Inclusive Schools

In this post, Professor Suzanne Carrington, Dr Megan Kimber and Ms Jane Snowball discuss how ethical leadership can support inclusive education in school communities.   Australian schools are bound by both Australian and international law to provide inclusive education for all students. However, as shown by the Royal Commission into…

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Who is minding the children? The invisibility of incarceration

In this post, Dr Grace O’Brien discusses some of the hidden implications of the COVID-19 crisis on children and young people who are in juvenile detention centres, including those who identify as Indigenous.   Imagine being locked up in prison without any connection to your family and knowing that there is a pandemic that is resulting in…

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How to find online content to support students’ learning at home during COVID-19.

In this post, Dr Prue Miles shares useful tips and resources for parents who are supporting their child’s learning at home, during the COVID-19 disruption. Children and young people need to be engaged in their learning and while teachers usually find videos, quizzes, and resources online for their classes, now parents might also need to…

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How can school assessment be fair in a time of COVID-19 disruption?

In this post, Associate Professor Jill Willis explores the concept of fairness in assessment, during the COVID-19 disruption. Once teachers and students work out how to do their schooling by distance, the next question will be about assessment. How can assessment be fair in the time of Covid-19? Ensuring fairness by design Assessment is…

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Not all models of education are inclusive

What is the difference between exclusion, segregation, integration and inclusion? Watch this YouTube clip created by Professor Linda Graham and Ms Haley Tancredi to find out what genuine inclusive education is…

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Supporting Students with Language and Attentional Difficulties

Language and attention difficulties are very common, impacting up to 30% of students (around 8 in every class of 30). Although many students experience language and attention difficulties, they are often under-identified and not well understood. In this post Haley Tancredi and Professor Linda Graham explain what language and attentional…

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Students at the Centre of Designing School Spaces for Wellbeing and Learning

Designing school spaces involves pragmatic decisions about how to support students to engage in their learning. Spaces also communicate symbolic messages about who or what is valued, and political messages about who gets to make decisions. When students are asked what kind of school they would like, the messages are consistent and…

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Explainer: What is Inclusive Education?

The Convention on the Rights of Persons with Disabilities (CRPD) is a legally-binding international treaty that has been signed and ratified by the Australian government. The UN recently published General Comment No. 4 (2016), which articulates the right to inclusive education. In this Explainer, SELB Research Group Leader Professor…