Dr Judith Foggett
Senior Lecturer
School of Education (Education)
- Email:judith.foggett@newcastle.edu.au
- Phone:(02) 4921 7154
Career Summary
Biography
Judith has been lecturing in Special Education for over 16 years at the University of Newcastle. Judith coordinates and lectures in the undergraduate Special Education specialisation for pre-service teachers over three campuses and coordinates four subjects focusing on behaviour problems and emotional disturbance of students in schools for the Masters of Special Education. Judith is currently the Program Convenor for the Master of Special and Inclusive Education. She is currently supervising eight RHD students. Prior to lecturing Judith was an experienced consultant in behaviour in government schools and a classroom teacher in regular and special education classrooms. Her teaching career included remote western NSW schools, indigenous schools to city schools from early childhood through to high school and TAFE adult education.
Judith's current area of research is in the area of problem behaviour of students in schools. Her current research explores high schools and primary schools working together to improve the learning outcomes for students with problem behaviour from Kindergarten through to Year 12. The focus of Judith's research explores the professional learning and up-skilling of classroom teachers through effective leadership practices and consideration of the needs of students and teachers within the school community. Other research is in the area of mentoring early career special education teachers and the links between behaviour, mental health and learning in schools. Judith also researches in intellectual disability, inclusive practices, Autism, curriculum and policy. She has also been a peer reviewer for the Australasian Journal of Special and Inclusive Education.
Further, Judith continues to support teachers in classrooms and school professional learning by conducting Functional Behaviour Assessments (FBAs), individual behaviour plans and training teachers to conduct school based behaviour programs and plans.
Judith writes into the Inclusion in Action textbook used in undergraduate programs nationally and internationally in the chapter on Encouraging Positive Interactions. Judith has spoken at a number of conferences sharing her research on whole school approaches and schools working together for successful behaviour and learning outcomes.
Qualifications
- Doctor of Philosophy, Flinders University
- Diploma in Teaching (Infants/Primary), University of New England
- Bachelor of Education (Infants/Primary), University of New England
- Bachelor of Arts, University of New England
- Graduate Diploma in Educational Studies, University of Sydney
- Master of Special Education, University of Newcastle
Keywords
- Autism and behaviour problems
- Curriculum adjustment - students with disabilities
- Emotional disturbances
- Functional Behavioural Assessment
- Intellectual disability
- Positive Behaviour for Learning
- Primary education and disability
- Risk Management and challenging behaviour
- behaviour problems
- inclusive education
- mental health issues in schools
- secondary education and disability
- special education
- special education in mainstream
- systems approaches to student management
- teacher education and disabilities
- whole school approach
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390499 | Specialist studies in education not elsewhere classified | 100 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Senior Lecturer | University of Newcastle School of Education Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2005 - | Lecturer | University of Newcastle Education and Arts Australia |
| 1/1/1981 - 1/12/2004 | Teacher Primary, HS, Vision, Intellectual dis.,BD/ED | NSW Department of Education and Training |
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| EDUC6081 |
Using Resources In Behaviour Problems University of Newcastle The course provides knowledge and skills in the important area of implementing programs to address behaviour problems. The initial part of the course will examine the range of specialist behaviour placements available. The course will then examine a number of specific approaches to managing behaviour that reflect differing conceptual and practical approaches. This will be dealt with through a visit and analysis of an educational service as well as through examination of teaching approaches and the evaluation of an intervention. Specific areas examined are direct instruction, cognitive and metacognitive approaches, cooperative learning, self-esteem, and managing challenging behaviour when there is an existing primary disability. Lastly we will examine the role of social skills and interventions based on learning and developing social skills. |
Coordinator and lecturer | 1/1/0001 - 28/12/2019 |
| EDUC6079 |
Assessment, Programming and Intervention in Behaviour Problems University of Newcastle This course provides students with exposure to both research and practice that emphasise the importance of taking the extra time to ensure that assessment is accurate and thorough and that programming is based on sound assessment, including the use of appropriate data gathering methods together with clear planning and evaluation methods. |
Course Coordinator and lecturer | 1/1/0001 - 28/4/2021 |
| EDUC6080 |
Whole School Approaches to supporting student behaviour University of Newcastle This course provides a specialist study in the area of whole school support for students with behaviour problems. It increases an understanding of the range of behaviour services available to support students with behaviour problems. This course is important for teachers in this field, as well as an understanding of specific techniques to use in behaviour interventions. |
Coordinator and lecturer special education courses | 1/1/0001 - 30/4/2021 |
| EDUC4060 |
Special Education Internship University of Newcastle Requires the student to undertake 50 days of full time school based experience in different special education settings. The Intern will be responsible for half the colleague teacher's teaching load. In addition, Interns will be expected to interact within the school and its community |
Coordinator and lecturer | 1/1/0001 - 28/4/2021 |
| EDUC3026 |
Special Education University of Newcastle This course introduces students to issues, policies and practices relating to the provision of effective inclusive education that meets the diverse learning needs of all students, including those with disabilities and difficulties in learning. During the course students will develop the skills required for collaborating with families and other professionals, for assessing and monitoring student learning, and for making reasonable adjustments so that all students have access to learning |
Coordinator and lecturer | 1/1/0001 - 28/12/2020 |
| EDUC4065 |
Supporting Behaviour Change University of Newcastle Develops knowledge and understanding of the behavioural needs of students and intervention approaches that may be used to support behaviour change. Specifically, the subject will demonstrate: a knowledge of the contextual factors in identifying and assessing behaviour needs; an ability to conduct screening and assessment techniques that lead to informed intervention procedures; a knowledge of, and ability to implement, alternate intervention approaches; an ability to use collaborative and consultancy skills in working with students, staff and parents. The subject forms part of a group of subjects that students seeking an additional accreditation as a special education teacher are required to complete within their double degree program. |
Coordinator and lecturer | 1/1/0001 - 28/4/2021 |
| EDUC6086 |
Education of Students with Behaviour Problems University of Newcastle Examines theory and research on the continuum of behaviour problems from minor disturbing behaviours to emotional disturbance. The content will cover the range of settings in which behaviour problems can occur including the regular classroom and specialist settings. Specific behaviour disorders will be examined with emphasis on the relation between research and practice. |
Coordinator and lecturer | 1/1/2008 - 31/12/2018 |
| EDUC4002 |
Meeting special needs in diverse social and educational contexts University of Newcastle This course will develop knowledge of school and systemic contexts which impact upon service delivery in special education. Specifically, students will examine the range of settings for special education, ethical, legal and interpersonal issues which must be considered, and the range of curriculum content available to students with special educational needs in diverse contexts |
Coordinator and lecturer | 1/1/0001 - 31/12/2019 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2021 | Foggett J, 'Encouraging positive interactions', Inclusion in Action, Cengage, South Melbourne 197-284 (2021) | ||
| 2017 | Conway R, Foggett JL, 'Encouraging positive interactions', Inclusion in Action, Cengage Learning Australia, South Melbourne 245-298 (2017) |
Journal article (12 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2024 |
Rendoth T, Duncan J, Foggett J, Colyvas K, 'Curriculum effectiveness for secondary-aged students with severe intellectual disabilities or profound and multiple learning difficulties in Australia: Teacher perspectives', Journal of Intellectual Disabilities, [C1]
|
||||||||||
| 2024 |
Page A, Barr M, Rendoth T, Roche L, Foggett J, Leonard C, Duncan J, 'Making Reasonable Adjustments for Students with Disability in Australian Mainstream Classrooms: A Scoping Review', Australian Journal of Special and Inclusive Education, (2024)
|
||||||||||
| 2024 |
Page A, Barr M, Rendoth T, Roche L, Foggett JL, Leonard C, Duncan J, 'Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review(Mar, 10.1017/jsi.2024.1, 2024)', AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION,
|
||||||||||
| 2023 |
Pham TQN, Arthur-Kelly M, Foggett J, Lyons G, 'Outcomes of Teacher Professional Development and Learning in Addressing Challenging Behaivour in Vietnamese Students with Intellectual Disability: A Pilot Study', INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 70 471-489 (2023) [C1]
|
Nova | |||||||||
| 2022 |
Rendoth T, Duncan J, Foggett J, 'Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review', Journal of Research in Special Educational Needs, 22 76-88 (2022) [C1]
|
Nova | |||||||||
| 2021 |
Foggett J, Conway R, Dally K, 'Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model', Australasian Journal of Special and Inclusive Education, 45 191-204 (2021) [C1]
|
Nova | |||||||||
| 2020 |
Damianidou D, Arthur-Kelly M, Foggett J, Beh E, Eidels A, 'Associating Cognitive Functions with Technology Features Used to Support Employment for People with Intellectual and Developmental Disability', Advances in Neurodevelopmental Disorders, 4 413-429 (2020) [C1]
|
Nova | |||||||||
| 2019 |
Dally KA, Ralston MM, Strnadová I, Dempsey I, Chambers D, Foggett J, 'Current issues and future directions in australian special and inclusive education', Australian Journal of Teacher Education, 44 57-73 (2019) [C1] In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provi... [more] In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provisionof educational services to students with disability in Australia. We contend that the shift ineducational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
|
Nova | |||||||||
| 2019 |
Damianidou D, Foggett J, Wehmeyer ML, Arthur-Kelly M, 'Features of employment-related technology for people with intellectual and developmental disabilities: A thematic analysis', Journal of Applied Research in Intellectual Disabilities, 32 1149-1162 (2019) [C1] Background: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support employment-related outcomes for people ... [more] Background: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support employment-related outcomes for people with intellectual and developmental disabilities. Method: Thematic analysis was employed on a published research base of 41 studies obtained through a larger scoping review of the literature on the same topic. Results: The thematic analysis identified 109 technology features categorized into 14 main categories of features, which were grouped into three over-arching categories, Output, Input and General Features. The majority of the studies comprised ¿Output¿ features with ¿Audio¿ features being the most frequent category. Studies using more sophisticated technology incorporated a wider range of features and a larger number of references. Conclusions: Further investigation regarding the association of specific technology features with the enhancement of various cognitive functions will assist the decision making and technology selection process.
|
Nova | |||||||||
| 2018 |
Damianidou D, Foggett J, Arthur-Kelly M, Lyons G, Wehmeyer ML, 'Effectiveness of Technology Types in Employment-Related Outcomes for People with Intellectual and Developmental Disabilities: an Extension Meta-analysis', Advances in Neurodevelopmental Disorders, 2 262-272 (2018) [C1]
|
Nova | |||||||||
| 2016 |
Khairuddin KF, Dally K, Foggett J, 'COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS IN MALAYSIA', Journal of Research in Special Educational Needs, 16 909-913 (2016) [C1]
|
Nova | |||||||||
| 2011 |
Dempsey IJ, Christenson-Foggett JL, 'External mentoring support for early career special education teachers', Australasian Journal of Special Education, 35 61-71 (2011) [C1]
|
Nova | |||||||||
| Show 9 more journal articles | |||||||||||
Conference (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2017 | Foggett JL, Conway R, Dally K, 'WHOLE SCHOOL SYSTEMS FOR ENGAGING STUDENTS IN LEARNING AND IMPROVED BEHAVIOUR', Lisbon, Portugal (2017) |
Grants and Funding
Summary
| Number of grants | 5 |
|---|---|
| Total funding | $112,755 |
Click on a grant title below to expand the full details for that specific grant.
20221 grants / $51,043
Enhancing professional placement in secondary school special and inclusive education contexts: An iterative research project$51,043
Funding body: Warners Bay High School
| Funding body | Warners Bay High School |
|---|---|
| Project Team | Associate Professor Debra Donnelly, Doctor Judith Foggett |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2022 |
| Funding Finish | 2023 |
| GNo | G2201245 |
| Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
| Category | 2400 |
| UON | Y |
20203 grants / $59,712
Professional Experience for Special Education Internship in Fiji$33,000
Funding body: New Colombo Plan Student Mobility Project, Australian Government
| Funding body | New Colombo Plan Student Mobility Project, Australian Government |
|---|---|
| Project Team | Kylie Wales Margaret Johnston Joanne Walters Gwendalyn Webb Judith Foggett |
| Scheme | New Colombo Plan Student Mobility Project, Australian Government |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | External |
| Category | EXTE |
| UON | N |
Supporting Quality Teaching at Kotara School$24,712
Funding body: Kotara School
| Funding body | Kotara School |
|---|---|
| Project Team | Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2021 |
| GNo | G2001056 |
| Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
| Category | 2400 |
| UON | Y |
Professional Experience for new Technologies for online Masters programs$2,000
Funding body: UON School of Education
| Funding body | UON School of Education |
|---|---|
| Project Team | Judith Foggett |
| Scheme | School of Education internal grant |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20171 grants / $2,000
International Conference on Eduction & New Developments (END) Lisbon, Portugal, 24-26 June 2017$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Dr Judith Foggett |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2023 | PhD | Experiences of Early Career Teachers Teaching Support Classes for Students with Emotional Disturbances. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | Transforming Disability into Ability through Vocational Training: Revisiting Policies & Legislations, Teaching & Learning Strategies and Community Perceptions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | Masters | NOTHING ABOUT US WITHOUT US - A critical analysis of Autism research literature, its co occurring conditions, and the impact on the Autistic community for the past 100 years; evaluating interpretations of data, and reframing them using Actually Autistic perspectives and the Social Model of Disability | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | A Heterogeneous Perspective of Autism Spectrum Disorder within Education: Identifying and Monitoring the Individual Traits of Students with Autism Spectrum Disorder, to Support Them Holistically in a Mainstream Classroom Environment. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2022 | PhD | Autism And Employment | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | PhD | Behaviour Management with Dynamic Intention: Applying a Neurocognitive Method of Behaviour Management in Australian High School Classrooms. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Navigating Ambiguities of Curriculum Inclusion for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | How Have the New South Wales Government Behaviour Incentives Impacted Practice, Support and Ongoing Improvements in Systems Approaches for Teachers and Students | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2020 | PhD | Mapping the Features of Applied Cognitive Technology for Individuals with Intellectual and Developmental Disabilities | PhD (Psychology - Science), College of Engineering, Science and Environment, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Teacher Professional Development and Learning to Support Students with Intellectual Disability and Challenging Behaviour: A Study in Special Education Settings in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Dr Judith Foggett
Position
Senior Lecturer
Special Education
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
| judith.foggett@newcastle.edu.au | |
| Phone | (02) 4921 7154 |
| Fax | (02) 4921 6939 |
Office
| Room | V124 |
|---|---|
| Building | V124 |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
