By Professor Terry Cumming

Journal articles

Sianturi M; Lee JS; Cumming TM, 2023, 'Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review', Education and Information Technologies, 28, pp. 6141 - 6164, http://dx.doi.org/10.1007/s10639-022-11427-4

Boaden N; Lee J-S; Cumming T, 2023, 'Fetal alcohol spectrum disorders and social work practice in Australia: A narrative literature review', Australian Social Work, 78, pp. 15 - 26, http://dx.doi.org/10.1080/0312407X.2023.2193175

Mulholland S; Cumming TM; Lee J, 2023, 'Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes', Journal of Attention Disorders, 27, pp. 554 - 568, http://dx.doi.org/10.1177/10870547231153938

Mulholland S; Cumming TM; Lee J, 2023, 'Accurately Assessing Teacher ADHDSpecific Attitudes Using the Scale for ADHD-Specific Attitudes', Journal of Attention Disorders, http://dx.doi.org/10.1177/108705472311539

Marsh RJ; Brandon RR; Cumming TM, 2023, 'Exploring Education Beyond Traditional Contexts: An Interview With Dr. Sarup Mathur', Intervention in School and Clinic, http://dx.doi.org/10.1177/1053451223115689

Cumming TM; Bugge ASJ; Kriss K; McArthur I; Watson K; Jiang Z, 2023, 'Diversified: promoting co-production in course design and delivery', Frontiers in Education, 8, http://dx.doi.org/10.3389/feduc.2023.1329810

Gunderson JL; Cumming TM, 2023, 'Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature', Innovations in Education and Teaching International, 60, pp. 591 - 601, http://dx.doi.org/10.1080/14703297.2022.2075430

Cumming TM; Strnadová I; Boaden N; Dew A; Athanassiou U; Dowse L, 2023, 'Policy Context for Transitions to Adulthood Experienced by Young People with Complex Support Needs: Australian Federal and State Perspectives', Child and Youth Services, 44, pp. 393 - 412, http://dx.doi.org/10.1080/0145935X.2022.2134111

Sianturi M; Lee JS; Cumming TM, 2023, 'Strengthening Indigenous parents’ co-leadership through culturally responsive home-school partnerships: a practical implementation framework', Pedagogy, Culture and Society, ahead-of-print, pp. 1 - 24, http://dx.doi.org/10.1080/14681366.2023.2272746

Cumming TM; Rose MC, 2022, 'Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature', Australian Educational Researcher, 49, pp. 1025 - 1043, http://dx.doi.org/10.1007/s13384-021-00471-7

Brandon RR; Marsh RJ; Cumming TM, 2022, 'International Collaboration in Special Education Teacher Preparation', Intervention in School and Clinic, 58, pp. 59 - 63, http://dx.doi.org/10.1177/10534512211047590

Sianturi M; Lee JS; Cumming TM, 2022, 'A systematic review of Indigenous parents' educational engagement', Review of Education, 10, http://dx.doi.org/10.1002/rev3.3362

Woo H; Cumming T; O'Neill S, 2022, 'South Korean pre-service primary school teachers’ opinions about acceleration for gifted students', Gifted and Talented International, http://dx.doi.org/10.1080/15332276.2022.2097965

Cumming TM; Strnadová I; Lee HM; Lonergan R, 2022, 'Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review', Australasian Journal of Special and Inclusive Education, 46, pp. 47 - 60, http://dx.doi.org/10.1017/jsi.2022.1

Woo H; Cumming T; O'Neill S, 2022, 'South Korean pre-service primary school teachers’ attitudes towards gifted students and gifted education', Gifted Education International, http://dx.doi.org/10.1177/02614294221108577

Han C; Cumming TM; Strnadová I, 2022, 'The Education of Students With Disabilities in Remote or Rural Areas of China', Intervention in School and Clinic, 57, pp. 268 - 273, http://dx.doi.org/10.1177/10534512211024940

Lonergan R; Cumming T; O'Neill S, 2022, 'Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning', International Journal of Educational Research, 112, pp. 101945, http://dx.doi.org/10.1016/j.ijer.2022.101945

Han C; Cumming TM, 2022, 'Behavioural supports for students with autism spectrum disorders: practice, policy, and implications for special education reform in China', International Journal of Inclusive Education, 26, pp. 41 - 60, http://dx.doi.org/10.1080/13603116.2019.1629120

Strnadová I; Cumming TM; Lee HM, 2021, 'A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia', Educational Practice and Theory, 43, pp. 69 - 93, http://dx.doi.org/10.7459/ept/43.2.06

Cumming TM, 2021, 'The Ethics of Research with Children and Young People', INTERNATIONAL JOURNAL OF CHILDRENS RIGHTS, 29, pp. 1007 - 1012, http://dx.doi.org/10.1163/15718182-29040008

Martin AJ; Strnadová I; Loblinzk J; Danker JC; Cumming TM, 2021, 'The role of mobile technology in promoting social inclusion among adults with intellectual disabilities', Journal of Applied Research in Intellectual Disabilities, 34, pp. 840 - 851, http://dx.doi.org/10.1111/jar.12869

Basckin C; Strnadová I; Cumming TM, 2021, 'Teacher beliefs about evidence-based practice: A systematic review', International Journal of Educational Research, 106, http://dx.doi.org/10.1016/j.ijer.2020.101727

Cumming T; Strnadova I; Danker J; Basckin C, 2020, '“I Was Taught That My Being Was Inherently Wrong”: Is Applied Behavioural Analysis A Socially Valid Practice?', International Journal of Arts Humanities and Social Sciences Studies, 5, pp. 72 - 72, http://www.ijahss.com/Paper/05122020/1179451317.pdf

O'Neill S; Strnadova I; Cumming T, 2020, 'A Conceptual Framework for Creating Transition Plans for Incarcerated Youth', Journal of Applied Juvenile Justice Services, pp. 131 - 155, http://dx.doi.org/10.52935/20.15145.1

Chandroo R; Strnadova I; Cumming TM, 2020, 'Is it Really Student-Focused Planning? Perspectives of Students with Autism', Research in Developmental Disabilities, http://dx.doi.org/10.1016/j.ridd.2020.103783

Cumming T, 2020, 'Using technology to prepare 21st-century educators.', Oxford Research Encyclopedia of Education, http://dx.doi.org/10.1093/acrefore/9780190264093.013.1257

Cumming TM; Strnadová I; Danker J, 2020, 'Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice', Australasian Journal of Special and Inclusive Education, 44, pp. 28 - 45, http://dx.doi.org/10.1017/jsi.2020.1

Davidson JJ; Cumming TM; Strnadová I, 2020, 'Supporting Service Dogs in the Classroom', Intervention in School and Clinic, 55, pp. 313 - 318, http://dx.doi.org/10.1177/1053451219881733

Alshehri A; Cumming TM, 2020, 'Mobile Technologies and Knowledge Management in Higher Education Institutions: Students’ and Educators’ Perspectives', World Journal of Education, 10, pp. 12 - 12, http://dx.doi.org/10.5430/wje.v10n1p12

O’Neill SC; Mathur SR; Cumming TM; Griller-Clark H; Strnadová I; ONeill S, 2020, 'Stakeholder awareness of reintegration practices for incarcerated youth: A cross-national comparison', Preventing School Failure, 65, pp. 1 - 11, http://dx.doi.org/10.1080/1045988X.2020.1799184

Ballam N; Sturgess A, 2019, 'Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives', Australasian Journal of Gifted Education, pp. 6 - 16, http://dx.doi.org/10.21505/ajge.2019.0012

Chalwell K; Cumming T, 2019, 'Radical Subject Acceleration for Gifted Students: One School's Response', Australasian Journal of Gifted Education, 28, pp. 29 - 46, http://dx.doi.org/10.21505/ajge.2019.0014

Lonergan R; Cumming T; O'Neill S, 2019, 'Delivering inquiry learning in science classrooms: A planning tool.', Teaching Science, 65, pp. 14 - 22

Danker J; Strnadová I; Cumming TM, 2019, '“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism', Journal of Autism and Developmental Disorders, 49, pp. 2923 - 2934, http://dx.doi.org/10.1007/s10803-019-04025-w

Marsh RJ; Higgins K; Morgan J; Cumming TM; Brown M; McCreery M, 2019, 'Evaluating School Connectedness of Students with Emotional and Behavioral Disorders', CHILDREN & SCHOOLS, 41, pp. 153 - 160, http://dx.doi.org/10.1093/cs/cdz013

Danker J; Strnadová I; Cumming TM, 2019, 'Picture my well-being: Listening to the voices of students with autism spectrum disorder', Research in Developmental Disabilities, 89, pp. 130 - 140, http://dx.doi.org/10.1016/j.ridd.2019.04.005

Cumming TM; O’Neill SC, 2019, 'Using Data-Based Individualization to Intensify Behavioral Interventions', Intervention in School and Clinic, 54, pp. 280 - 285, http://dx.doi.org/10.1177/1053451218819203

Xiong Q; Cumming T; Li Z, 2019, 'The Teaching Efficacy of Inclusive Education in Regular Classes', Chinese Journal of Special Education, 2019, pp. 50 - 57

O'Neill S; Cumming T, 2018, 'The Ins and Outs: How principals can smooth transitions between school and juvenile justice centres', Australasian Journal of Special Education, 42, pp. 158 - 170, http://dx.doi.org/10.1017/jsi.2018.15

Chandroo R; Strnadova I; Cumming TM, 2018, 'A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment.', Research in Developmental Disabilities, 83, pp. 8 - 17, http://dx.doi.org/10.1016/j.ridd.2018.07.011

Cumming T; Strnadova I; O'Neill S, 2018, 'Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia', Australasian Journal of Special and Inclusive Education, 42, pp. 93 - 110, http://dx.doi.org/10.1017/jsi.2018.1

Strnadova I; Cumming TM; O'Neill S, 2017, 'Young People Transitioning from Juvenile Justice to the Community: Transition Planning and Interagency Collaboration', Current Issues in Criminal Justice -Sydney-, 29, pp. 19 - 38, http://dx.doi.org/10.1080/10345329.2017.12036083

Strnadova I; O'Neill SC; Cumming TM, 2017, 'A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia', International Journal of Educational Research, 85, pp. 33 - 42, http://dx.doi.org/10.1016/j.ijer.2017.06.004

Cumming TM; Draper Rodriguez C, 2017, 'A Meta-Analysis of Mobile Technology Supporting Individuals With Disabilities', The Journal of Special Education, 51, pp. 164 - 176, http://dx.doi.org/10.1177/0022466917713983

O'Neill SC; STRNADOVA I; Cumming T, 2017, 'Systems barriers to community re-entry for incarcerated youths: A review', Children and Youth Services Review, 79, pp. 29 - 36, http://dx.doi.org/10.1016/j.childyouth.2017.05.025

Draper Rodriguez C; Cumming TM; Strnadová I, 2017, 'Current practices in schooling transitions of students with developmental disabilities', International Journal of Educational Research, 83, pp. 1 - 19, http://dx.doi.org/10.1016/j.ijer.2017.02.006

, 2017, 'Supporting the Education of Children with Autism Spectrum Disorders', , http://dx.doi.org/10.4018/978-1-5225-0816-8

Cumming TM; Strnadová I, 2016, 'Transitioning back to mainstream education: The flexible integration model.', Australasian Journal of Special Education, http://dx.doi.org/10.1017/jse.2016.15

Lonergan R; Cumming TM, 2016, 'Riding the Rapids of Classroom Based Research', Australian Educational Researcher, http://dx.doi.org/10.1007/s13384-016-0223-6

Strnadová I; Cumming TM; Danker J, 2016, 'Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives', Australasian Journal of Special Education, 40, pp. 141 - 156, http://dx.doi.org/10.1017/jse.2016.2

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