In this public lecture, Mr Scott Avery discusses research that demonstrates the social inequalities that Aboriginal and Torres Strait Islander people with disability experience compared to other groups, including Aboriginal and Torres Strait Islander people without disability, and people with disability who are not Aboriginal and Torres Strait Islander.
School Spaces for Student Wellbeing and Learning seeks to promote the creation of school spaces that are conducive to contemporary learning and wellbeing. It offers a selection of transferable student-centred design approaches that are participatory and values based.
At this book launch, editors Associate Professor Hilary Hughes, Professor Jill Franz and Dr Jill Willis, along with a number of authors, share and celebrated this work, discussing how school spaces can be used to maximise student wellbeing and learning into the future.
Learning to Read is a fundamental achievement, ideally mastered by children within their first three years of formal schooling. In this Forum, Professor Linda Graham (QUT) and her team present research from a study based in Queensland, Distinguished Professor Anne Castles (Macquarie University Centre for Reading) provides an overview of the science of reading acquisition, Dr Heidi Beverine-Curry (The Reading League) shares initiatives from the United States and a Panel Discussion looks towards future opportunities.
In this lecture, Dr Shiralee Poed addresses some of the implementation challenges alongside potential solutions for anyone working in a school implementing PBL, or considering its application in their school.
In this Forum, Mr Tony McCarthy discusses a comparative human rights analysis on the regulation of restraint and seclusion in Australian Government schools. Then, Dr Bronagh Byrne (Queen’s University, Belfast) looks at the actualisation of the right to inclusive education by interrogating the UN Convention on the Rights of Persons with Disabilities’ Concluding Observations.
All children have the right to education without discrimination of any kind. Through a series of presentations and a workshop, this forum analyses and challenges this anti-inclusion rhetoric currently being mobilised in a rights framing and offers a way forward for reconciling these seemingly irreconcilable perspectives to ensure that all children can actively participate in, and experience an inclusive education in practice.
This year’s forum focused on the theme of Lessons learned, Actions needed. This event discussed some of the successes and challenges currently informing inclusive education practice, and provided stakeholders with positive and effective approaches that are supported by research evidence.
The introduction of new processes and greater prescription around assessment with new Senior Curriculum and Assessment in Queensland from 2019 is already bringing substantial changes to many practices in schools, and not just in Year 12.
On Thursday 23 November 2017, visiting scholar, Professor Jonathan Rix (The Open University, UK) discussed how school can create divisions among learners and provided solutions as to how we can bridge the gap.
The inaugural Trauma Aware Schooling Conference took place on 15 & 16 October 2017 at the Brisbane Convention & Exhibition Centre. Conference attendees discussed, learned about and responded to the issues of complex childhood trauma and the need for trauma aware practice in schools.
On Friday 30 June 2017, Associate Professor Elizabeth Walton delivered a public lecture which considered the form, content and impact of teacher education for inclusive education and argued that teacher education for inclusive education needs the development of a language of practice that is grounded in systematic, propositional professional knowledge.
This presentation outlines the developmental importance of early oral language competence, both for the emergence of prosocial interpersonal skills and for the transition to literacy in the first three years of school.
Experts including Professor Russell Skiba and Professor Stephen Lamb examined where and how “traditional” teacher-centred styles and strict school discipline have been tried previously, why they failed, and what we can and should do instead.
The 2015 Summit program included keynote presentations by Dr Andrew Martin, an expert in student motivation and engagement, Professor John Smyth, who specialises in pedagogies for disadvantaged school contexts, and Maxine McKew, who discussed the successes and challenges facing Australian classrooms.