Find Beth Saggers on
PhD (University of Queensland), MEd (University of Queensland), BEd (Queensland University of Technology), Diploma of Teaching (Queensland University of Technology)
My research focuses on maximizing the success of schooling experiences for diverse learners, their families and school communities. My research focuses on the use of qualitative and mixed methods methodologies to strengthen our understanding from a range of perspectives of inclusive practices for learners on the autism spectrum and learners with complex needs. My research focuses on strengthening student voice in research. I have been the research lead for a range of different research projects as part of the Autism CRC that have local, state, national and international impact in the field. My position as an academic was born from my strong belief and passion for lifelong learning as well as a hunger for knowledge for the “real world” to inform my professional practice and research. My research has a strong transdisciplinary and translational focus which is end-user driven with end-user outcomes.
My career has focused on the development of knowledge and expertise in inclusive education principles and practices, specifically in the field of autism. My effective leadership in my teaching and learning, research activities work to meet current priorities of end-users within the field of education and allied fields. My academic leadership and authority in the field of autism is driven by the need for end-user driven research to develop evidence based inclusive educational practices to cater to the diversity on 21st century classrooms and support some of the more complex needs learners may experience in school environments.
Additional information
My experience includes:
- Working with students on the autism spectrum
- Working with educators, parents, and professionals to support the needs of students on the autism spectrum across a range of age groups and contexts
- Working with students with challenging and complex needs
- Developing and supporting the implementation of inclusive practices the support the needs of the student and the context.
- Supporting social emotional wellbeing and positive mental health
- Promoting collaborative partnerships
- Supporting contextually fit teacher professional learning including rural and remote regions
- Type
- Editorial Role for an Academic Journal
- Reference year
- 2022
- Details
- Associate editor BMC Pediatrics 2020-2021
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2017
- Details
- Autism CRC - Achievement Award in Autism Spectrum Research for Best Translation of Autism Research
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2015
- Details
- Vice-Chancellors Award for Excellence -Team award in the Learning and Teaching category for 2011 for Service Learning Program
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2015
- Details
- Vice Chancellor Award for Excellence - Professional Award
- Type
- Advisor/Consultant for Community
- Reference year
- 2015
- Details
- Research Chair for AEIOU Foundation for Children with Autism Research Innovation Committee 2014 -2021
- Type
- Assessor, Examiner or Supervisor Role
- Reference year
- 2015
- Details
- Nominee for Research Supervision Award
- Carrington, S., Orr, J., Wurfl, A., Kelly, R., Duncan, B., Shochet, I. & Saggers, B. (2022). A School-Based Approach to Building Resilience and Mental Health Among Adolescents on the Autism Spectrum: A Longitudinal Mixed Methods Study. School Mental Health, 14(3). https://eprints.qut.edu.au/227679
- Lassig, C., Poed, S., Mann, G., Saggers, B., Carrington, S. & Mavropoulou, S. (2022). The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities. International Journal of Inclusive Education. https://eprints.qut.edu.au/228729
- Carrington, S., Saggers, B., Harper-Hill, K. & Whelan, M. (2021). Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools: Outcomes, Challenges and Impact. Routledge. https://eprints.qut.edu.au/208056
- Carrington, S., Saggers, B., Harper-Hill, K. & Whelan, M. (2021). Supporting Students on the Autism Spectrum in Inclusive Schools: A Practical Guide to Implementing Evidence-Based Approaches. Routledge. https://eprints.qut.edu.au/208057
- Shochet, I., Saggers, B., Carrington, S., Orr, J., Wurfl, A. & Duncan, B. (2019). A strength-focused parenting intervention may be a valuable augmentation to a depression prevention focus for adolescents with autism. Journal of Autism and Developmental Disorders, 49(5), 2080–2100. https://eprints.qut.edu.au/125281
- Stone, B., Mills, K. & Saggers, B. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. International Journal of Inclusive Education, 23(2), 209–228. https://eprints.qut.edu.au/115733
- Saggers, B., Tones, M., Dunne, J., Trembath, D., Bruck, S., Webster, A., Klug, D. & Wang, S. (2019). Promoting a collective voice from parents, educators and allied health professionals on the educational needs of students on the autism spectrum. Journal of Autism and Developmental Disorders, 49(9), 3845–3865. https://eprints.qut.edu.au/199461
- Saggers, B., (2017). Developing positive classroom environments: Strategies for nurturing adolescent learning. Allen & Unwin. https://eprints.qut.edu.au/114465
- Saggers, B., Klug, D., Harper-Hill, K., Ashburner, J., Costley, D., Clark, T., Bruck, S., Trembath, D., Webster, A. & Carrington, S. (2016). Australian autism educational needs analysis - What are the needs of schools, parents and students on the autism spectrum? (Full Report). https://eprints.qut.edu.au/95975
- Hinchliffe, K., Saggers, B., Chalmers, C. & Hobbs, J. (2016). Utilising robotics social clubs to support the needs of students on the autism spectrum within inclusive school settings. https://eprints.qut.edu.au/102667
- Conceptualisations of wellbeing: Through the eyes of primary carers of children with autism
PhD, Associate Supervisor
Other supervisors: Dr Lyndal O'Gorman, Dr Julie Dillon-Wallace - DEVELOPING AN UNDERSTANDING OF THE INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM PRIMARY SCHOOLS IN VIETNAM
PhD, Principal Supervisor
Other supervisors: Professor Philip Baker - Promoting agency in education: Listening to young neurodivergent children
PhD, Principal Supervisor
Other supervisors: Associate Professor Jenna Gillett-Swan - Young Children on the Autism Spectrum: Using digital technology in daily living
PhD, Associate Supervisor
Other supervisors: Professor Susan Danby - Self-determination in young learners on the autism spectrum: Exploring the knowledge, views and teaching practices of early childhood educators in Australia |
PhD, Associate Supervisor
Other supervisors: Dr Sofia Mavropoulou - Current practices in the use of online environments for autistic adolescents
MPhil, Associate Supervisor
Other supervisors: Professor Suzanne Carrington - Supporting the mental health and wellbeing of autistic students by embracing autistic culture and identity
MPhil, Associate Supervisor
Other supervisors: Professor Suzanne Carrington
- Co-Design Beyond Words with Minimally-Verbal Children on the Autism Spectrum (2021)
- Implementing a Tele-Classroom Consultation Approach in Rural and Remote Settings to Support a Community of Practice for Teachers Supporting Young Children on the Autism Spectrum and with Complex Needs in Mainstream Settings (2020)
- Challenging Mathematically Gifted Middle Years Students: A Mastery Learning Model (2019)
- Influences on the Exclusion Decisions of Queensland State Secondary School Principals (2018)
- Whole School Approach to Language Immersion Using Augmentative and Alternative Communication for Students with Multiple Disabilities and Complex Communication Needs (2020)
- Making Visible The Lived Experiences of Mothers of Children with Autism Spectrum Disorder (2019)
- Blended Learning: Meeting the needs of Distance Education Students (2014)