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Associate Professor Michael Arthur-Kelly

Associate Professor

School of Education

Opening the Communication Channels

Two "hands on" research projects are taking cutting-edge educational techniques into challenging classroom situations.

Associate Professor Michael Arthur-Kelly 

"Practical research" is the way Associate Professor Michael Arthur-Kelly describes his work aimed at improving educational outcomes for children with special needs and their teachers.

He has a special interest in enhancing the educational experience of students with severe disabilities by development and testing innovative methods of engagement and communication that can be used in mainstream and special school classrooms.

Arthur-Kelly is the director of the Faculty's Centre for Special Education and Disability Studies and works closely with the Special Education Centre, and the Renwick Centre at the Royal Institute for Deaf and Blind Children, a long-standing educational partner with the University.

Arthur-Kelly has taken a leading role in two recent large-scale projects that have taken research to the coalface, putting special education experts into schools to simultaneously interact with teachers while using and evaluating the educational tools he and his team have developed.

One of those projects, undertaken in collaboration with Emeritus Professor Phil Foreman and funded by an Australian Research Council Discovery Projects grant, seeks to improve communicative engagement in students with the most severe disabilities. It uses what is known as a mentor modelling approach, which involves placing a highly experienced special education practitioner in classrooms to partner with teachers and aides.

"We are working with some of the most vulnerable students in the community, young people who have profound intellectual and physical disabilities, so we have to tailor individual interventions that will address the needs and requirements of each child," Arthur-Kelly says.

"The staff and the researchers together try different methods of engaging the child, trying to find their sensory preferences, taking their lead from the child and using various communication strategies."

The research was conducted in eight schools over four years. For comparative purposes it was employed in both special schools and regular schools, and the data suggests improvements in student communication and engagement were similar in both environments.

The second study on which Arthur-Kelly is Chief Investigator, The Early Childhood Intervention - Professional Development Project, supports early childhood teachers and aides in dealing with students who have challenging behaviour, with an emphasis on children on the autism spectrum.

The researchers prepare materials and facilitate professional development sessions led by expert practitioners that train staff in a technique called functional behavioural assessment, which helps them identify a challenging student's needs and address them appropriately.

"One of the most critical things for teachers is understanding why children behave the way they do," Arthur-Kelly says. "For example, we know that children on the autism spectrum have particular challenges with finishing routines and changing activities, so early warning of classroom transitions can be helpful, as well as reinforcing the message with a visual sign, like a hand signal, to indicate 'finish'.

"Those simple measures may well reduce the chances of a child melting down and having a tantrum, because the child knows what is going on."

The NSW Government-funded project is in its fifth and final year, with the training having been delivered to approximately 1000 teachers and aides around the state. The team is producing a DVD of best-practice strategies to be distributed to every NSW preschool and childcare centre.

"Our research is evidence-based but it is also practical," Arthur-Kelly says.

"There is a shortage of special educators, so our projects are helping to address that shortage by educating teachers in these methods.

"Ultimately, the aim is that we have students who are more engaged and teachers who are confident and competent in dealing with these classroom situations and supporting the growth of social and communicative abilities in the children they teach."

Associate Professor Michael Arthur-Kelly

Opening the Communication Channels

Two "hands on" research projects are taking cutting-edge educational techniques into challenging classroom situations.

Read more

Career Summary

Biography

My research has focused on the needs of individuals with multiple and severe disability. Communication intervention and behaviour support are two main strands of this research, informed by behaviour state assessment. The needs of these people are very high and the social justice aspects of their situation are highly significant. I have also branched into related areas such as professional needs and development goals for educators in diverse schools.

Research Expertise
Communication intervention for people with severe disability, challenging behaviour, behavior state assessment for individuals with profound and multiple disability, inclusion

Teaching Expertise
instructional design, curriculum-based assessment, classroom management, behaviour change

Administrative Expertise
Course co-ordination, committee memberships, Masters Convenor in Special Education and Disability Studies

Collaborations
My goal is to work with educators and other support personnel in a partnership to improve outcomes for children and students with a range of additional needs. My major research collaboration over time has been with Professor Phil Foreman with respect to communication supports for individuals with severe disability. However I have also collaborated with the NSW DET and ADHC, as well as other stakeholders.

Qualifications

  • PhD, Macquarie University
  • Diploma in Education, Macquarie University
  • Bachelor of Arts, Macquarie University
  • Master of Arts, Macquarie University

Keywords

  • behaviour
  • classroom management
  • communication
  • inclusion
  • instructional design
  • positive behaviour support

Fields of Research

Code Description Percentage
130199 Education Systems not elsewhere classified 25
130399 Specialist Studies in Education not elsewhere classified 50
139999 Education not elsewhere classified 25

Professional Experience

UON Appointment

Title Organisation / Department
Associate Professor University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2011 -  Editor - Australasian Journal of Special Education Australasian Journal of Special Education
Australia
1/01/2009 -  Editorial Board - Special Education Perspectives Journal Special Education Perspectives Journal
Australia
1/01/2000 -  Editorial Board - Journal of Intellectual and Developmental Disability Journal of Intellectual and Developmental Disability
Australia
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (8 outputs)

Year Citation Altmetrics Link
2014 Foreman P, Arthur-Kelly MD, Inclusion in action, Cengage, South Melbourne, 572 (2014) [A4]
Co-authors Michael Arthur-Kelly, Phil Foreman
2014 Foreman P, Arthur-Kelly MD, Inclusion in action, Cengage, South Melbourne, 572 (2014) [A4]
Co-authors Michael Arthur-Kelly, Phil Foreman
2011 Lyons GS, Ford MW, Arthur-Kelly MD, Classroom Management: Creating Positive Learning Environments, Cengage Learning, South Melbourne, VIC, 272 (2011) [A2]
Co-authors Margot Ford, Michael Arthur-Kelly, Gordon Lyons
2007 Dempsey IJ, Arthur-Kelly MD, Maximising Learning Outcomes in Diverse Classrooms, Thomson Learning, South Melbourne, 158 (2007) [A2]
Co-authors Ian Dempsey, Michael Arthur-Kelly
2006 Arthur-Kelly MD, Lyons GS, Butterfield N, Gordon C, Classroom Management. Creating positive learning environments, Thomson, South Melbourne, Australia, 288 (2006) [A3]
Co-authors Gordon Lyons, Michael Arthur-Kelly
2006 Sigafoos J, Arthur-Kelly MD, Butterfield N, Enhancing Everyday Communication, Paul H. Brookes Publishing Co., Inc., Baltimore, Maryland, USA, 166 (2006) [A2]
Co-authors Michael Arthur-Kelly
2004 Sigafoos J, Arthur-Kelly MD, O'Reilly M, Challenging Behavior & Developmental Disability, Whurr Publishers Ltd, London, 212 (2004) [A1]
Co-authors Michael Arthur-Kelly
2003 Arthur-Kelly MD, Gordon C, Butterfield N, Classroom management creating positive learning environments, Thomson, South Melbourne, 263 (2003) [A2]
Co-authors Michael Arthur-Kelly
Show 5 more books

Chapter (12 outputs)

Year Citation Altmetrics Link
2014 Arthur-Kelly MD, Neilands J, 'Planning effective teaching strategies', Inclusion in action, Cengage, Melbourne 185-240 (2014) [B2]
Co-authors Michael Arthur-Kelly
2011 Arthur-Kelly MD, Neilands J, 'Planning effective teaching strategies', Inclusion in Action, Cengage Learning, Melbourne 179-218 (2011) [B2]
Co-authors Michael Arthur-Kelly
2009 Keen D, Arthur-Kelly M, 'Assessment, disability, student engagement and responses to intervention', Educational Assessment in the 21st Century: Connecting Theory and Practice, Springer Netherlands, Netherlands 137-155 (2009) [B1]
DOI 10.1007/978-1-4020-9964-9_8
Co-authors Michael Arthur-Kelly
2008 Arthur-Kelly MD, 'Planning effective teaching strategies', Inclusion in Action, Thomson, South Melbourne, VIC 164-197 (2008) [B2]
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, 'The dignity of risk', Journey to the Heart: Mater Dei 50 years, 50 Stories, Trustees of the Sisters of the Good Samaritan of the Order of St Benedict 119-121 (2007) [B2]
Co-authors Michael Arthur-Kelly
2006 Green VA, Sigafoos J, O'Reilly M, Arthur-Kelly MD, 'People with extensive to pervasive support needs', Community Disability Services : an evidence-based approach to practice, University of New South Wales Press, Sydney 145-170 (2006) [B2]
Co-authors Michael Arthur-Kelly
2006 Arthur-Kelly MD, 'Positive behaviour supports: Issues and Practices', Community Disability Services : an evidence-based approach to practice, University of New South Wales Press, Sydney 171-190 (2006) [B2]
Co-authors Michael Arthur-Kelly
2006 Sigafoos J, Arthur-Kelly MD, Butterfield N, Foreman PJ, 'The Assessment Process', Enhancing Everyday Communication, Paul H. Brookes Publishing Co., Baltimore, Maryland, USA 23-48 (2006) [B2]
Co-authors Michael Arthur-Kelly, Phil Foreman
2005 Arthur-Kelly MD, 'Planning Effective Teaching Strategies', Inclusion in Action, Thomson, Southbank, Victoria, Australia 174-208 (2005) [B2]
Co-authors Michael Arthur-Kelly
2005 Sigafoos J, Arthur-Kelly MD, 'Educating students with high support needs', Educating Children with Diverse Abilities, Pearson Prentice Hall, Frenchs Forest, NSW, Australia 435-463 (2005) [B2]
Co-authors Michael Arthur-Kelly
2002 Sigafoos J, Arthur-Kelly MD, 'Educating students with high support needs', Educating children with diverse abilities, Prentice Hall, Australia 470-499 (2002) [B2]
Co-authors Michael Arthur-Kelly
2001 Arthur-Kelly MD, 'Designing effective teaching interventions', Integration and inclusion in action - 2nd edition, Harcourt, Sydney 139-168 (2001) [B2]
Co-authors Michael Arthur-Kelly
Show 9 more chapters

Journal article (56 outputs)

Year Citation Altmetrics Link
2015 Arthur-Kelly MD, 'Emergent relations found in learners with autism using match-to-sample instructional procedures', Evidence-Based Communication Assessment and Intervention, (2015)
DOI 10.1080/17489539.2014.1001545
Co-authors Michael Arthur-Kelly
2015 Opartkiattikul W, Arthur-Kelly M, Dempsey I, 'Implementing Functional Behavior Assessment in Thailand', Intervention in School and Clinic, (2015)
DOI 10.1177/1053451215577471
Co-authors Ian Dempsey, Michael Arthur-Kelly
2014 Hawkyard R, Dempsey I, Arthur-Kelly M, 'The handwriting experiences of left-handed primary school students in a digital age: Australian data and critique', Australian Journal of Education, 58 123-138 (2014) [C1]

Left-handers comprise about 10% of the Australian population. In Australia and elsewhere, there has been a history of discrimination against left-handedness, expressed in a variet... [more]

Left-handers comprise about 10% of the Australian population. In Australia and elsewhere, there has been a history of discrimination against left-handedness, expressed in a variety of ways. Although negative attitudes to left-handedness have become less common in recent times, researchers have not investigated the extent to which left-handedness is now acknowledged or encouraged in Australian schools, or whether left-handed students have to overcome difficulties due to their handedness. This study investigated the handwriting experiences of 10 primary school students and the opinions of 11 primary school teachers on handwriting and on left-handed writers. The left-handed students identified a range of issues including the need for specialized writing equipment, writing speed and neatness. The teachers also mentioned these issues along with legibility and writing instruction. The results are discussed in terms of guidance on writing instruction and the place of writing in an increasingly digitized world. © Australian Council for Educational Research 2014 Reprints and permissions: sagepub.co.uk/ journalsPermissions.nav.

DOI 10.1177/0004944114530062
Co-authors Michael Arthur-Kelly, Ian Dempsey
2014 De Bortoli T, Arthur-Kelly M, Mathisen B, Balandin S, 'Speech-language pathologists' perceptions of implementing communication intervention with students with multiple and severe disabilities', AAC: Augmentative and Alternative Communication, 30 55-70 (2014) [C1]

The aim of the present study was to explore speech-language pathologists' (SLPs) perceptions and experiences of factors influencing the implementation of communication interventio... [more]

The aim of the present study was to explore speech-language pathologists' (SLPs) perceptions and experiences of factors influencing the implementation of communication interventions for students with multiple and severe disabilities. Eight SLPs in New South Wales, Australia, participated in individual interviews and a focus group. Interview transcripts were scrutinized using thematic analysis. Transcripts were coded into categories, which were then grouped to yield themes. Participants identified a broad range of themes, including SLPs' experience and skills, professional development, and collaboration with teachers and families; as well as home and school contexts, the role of government departments, and broader societal factors. These complex influences suggest that systemic supports may be required at multiple levels in order to increase the likelihood of effective implementation of communication interventions for students with multiple and severe disabilities. © 2014 International Society for Augmentative and Alternative Communication.

DOI 10.3109/07434618.2014.881916
Citations Scopus - 1Web of Science - 1
Co-authors Michael Arthur-Kelly
2014 Foreman P, Arthur-Kelly M, Bennett D, Neilands J, Colyvas K, 'Observed changes in the alertness and communicative involvement of students with multiple and severe disability following in-class mentor modelling for staff in segregated and general education classrooms', JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 58 704-720 (2014) [C1]
DOI 10.1111/jir.12066
Citations Scopus - 2Web of Science - 1
Co-authors Kim Colyvas, Michael Arthur-Kelly, Phil Foreman
2014 Opartkiattikul W, Arthur-Kelly MD, Dempsey I, 'From policy to practice supporting students with diverse needs in Thailand: Critical issues and implications.', International Journal of Whole Schooling, 10 55-72 (2014) [C1]
Co-authors Ian Dempsey, Michael Arthur-Kelly
2014 Lyons GS, Arthur-Kelly M, 'UNESCO Inclusion Policy and the Education of School Students with Profound. Intellectual and Multiple Disabilities: Where to Now?', Creative Education, 5 445-456 (2014) [C1]
DOI 10.4236/ce.2014.57054
Co-authors Gordon Lyons, Michael Arthur-Kelly
2014 Arthur-Kelly MD, 'Emergent relations found in learners with autism using match-to-sample instructional procedures', Evidence-Based Communication Assessment and Intervention, 8 131-133 (2014) [C3]

This review provides a summary and appraisal commentary on the treatment review by Nicole C. Groskreutz, Allen Karsina, Caio F. Miguel, & Mark P. Groskreutz (2010). Using complex ... [more]

This review provides a summary and appraisal commentary on the treatment review by Nicole C. Groskreutz, Allen Karsina, Caio F. Miguel, & Mark P. Groskreutz (2010). Using complex auditory¿visual samples to produce emergent relations in children with autism. Journal of Applied Behavior Analysis, 43, 131¿136. Source of funding and disclosure of interests: No funding sources or conflicts of interests were noted by the authors for this study.

DOI 10.1080/17489539.2014.1001545
Co-authors Michael Arthur-Kelly
2014 Bennett D, Arthur-Kelly M, Foreman P, Neilands J, 'Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: four case studies from classrooms in special schools.', Dev Neurorehabil, 17 90-98 (2014) [C1]
DOI 10.3109/17518423.2013.861528
Co-authors Michael Arthur-Kelly, Phil Foreman
2014 Arthur-Kelly MD, Foreman P, Bennett D, Neilands J, 'Case Reflections on Communication Support for Students with Multiple and Severe Disability in Australian General Classrooms', Journal of International Special Needs Education, 17 70-78 (2014) [C1]
DOI 10.9782/2159-4341-17.2.70
Co-authors Michael Arthur-Kelly, Phil Foreman
2013 Arthur-Kelly MD, Lyons G, 'Collaborative stretching: A research agenda for enhancing the quality of lives of people with severe cognitive impairments', Journal of Care Services Management, 7, 2013 107-115 (2013)
Co-authors Gordon Lyons, Michael Arthur-Kelly
2013 Arthur-Kelly M, Sutherland D, Lyons G, Macfarlane S, Foreman P, 'Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia', European Journal of Special Needs Education, 28 217-233 (2013) [C1]
DOI 10.1080/08856257.2013.778113
Citations Scopus - 1Web of Science - 1
Co-authors Phil Foreman, Michael Arthur-Kelly, Gordon Lyons
2013 Ho F-C, Arthur-Kelly M, 'An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong', British Journal of Special Education, 40 22-32 (2013) [C1]

This study, by Fuk-chuen Ho of the Hong Kong Institute of Education and Michael Arthur-Kelly of the University of Newcastle, aimed to evaluate the effectiveness of a professional ... [more]

This study, by Fuk-chuen Ho of the Hong Kong Institute of Education and Michael Arthur-Kelly of the University of Newcastle, aimed to evaluate the effectiveness of a professional development programme for in-service teachers in Hong Kong special schools. The goal of the programme was to deliver a field-based mode of training for teachers in special schools. A school cluster system was set up, with the goal of providing participants with a platform through which it is possible to conduct an interactive exchange of ideas, resources, services and expertise, mutually addressing the issues pertaining to children with special needs. Twelve school clusters were organised. Participants in this study included four educators from teacher training institutions, 31 expert teachers from supporting schools, and 101 trainees from participating schools. The most significant response came from trainees, because the participating schools had the opportunity to apply the learned skills in their own classrooms. British Journal of Special Education © 2013 NASEN.

DOI 10.1111/1467-8578.12013
Co-authors Michael Arthur-Kelly
2013 Sukbunpant S, Arthur-Kelly M, Dempsey I, 'Thai preschool teachers' views about inclusive education for young children with disabilities', International Journal of Inclusive Education, 17 1106-1118 (2013) [C1]

It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, t... [more]

It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion. © 2013 Taylor and Francis.

DOI 10.1080/13603116.2012.741146
Citations Scopus - 1
Co-authors Ian Dempsey, Michael Arthur-Kelly
2013 Arthur-Kelly MD, Lyons G, 'Collaborative stretching: A research agenda for enhancing the quality of lives of people with severe cognitive impairments', Journal of Care Services Management, 7 107-115 (2013)
Co-authors Michael Arthur-Kelly
2013 Arthur-Kelly MD, 'Collaborative stretching: A research agenda for enhancing the quality of lives of people with severe cognitive impairments', Journal of Care Services Management, 7 107-115 (2013)
Co-authors Michael Arthur-Kelly
2013 Arthur-Kelly MD, 'Collaborative stretching: A research agenda for enhancing the quality of lives of people with severe cognitive impairments', Journal of Care Services Management, 7, 2013 107-115 (2013)
Co-authors Michael Arthur-Kelly, Gordon Lyons
2013 Lyons GS, Walla P, Arthur-Kelly M, 'Towards improved ways of knowing children with profound multiple disabilities: Introducing startle reflex modulation', DEVELOPMENTAL NEUROREHABILITATION, 16 340-344 (2013) [C1]
DOI 10.3109/17518423.2012.737039
Citations Scopus - 1Web of Science - 1
Co-authors Gordon Lyons, Michael Arthur-Kelly, Peter Walla
2012 De Bortoli T, Balandin S, Foreman PJ, Arthur-Kelly MD, Mathisen B, 'Mainstream teachers' experiences of communicating with students with multiple and severe disabilities', Education and Training in Autism and Developmental Disabilities, 47 236-252 (2012) [C1]
Citations Scopus - 4Web of Science - 3
Co-authors Phil Foreman, Michael Arthur-Kelly
2011 De Bortoli T, Arthur-Kelly MD, Foreman PJ, Balandin S, Mathisen BA, 'Complex contextual influences on the communicative interactions of students with multiple and severe disabilities', nternational Journal of Speech-Language Pathology, 13 422-435 (2011) [C1]
DOI 10.3109/17549507.2011.550691
Citations Scopus - 3Web of Science - 3
Co-authors Michael Arthur-Kelly, Phil Foreman
2011 Stephenson J, Carter M, Arthur-Kelly MD, 'Professional learning for teachers without special education qualifications working with students with severe disabilities', Teacher Education and Special Education, 34 7-20 (2011) [C1]
DOI 10.1177/0888406410384407
Co-authors Michael Arthur-Kelly
2011 Arthur-Kelly M, Farrell G, 'New editors for AJSE', Australasian Journal of Special Education, 35 (2011) [C3]
DOI 10.1375/ajse.35.1.iii
Co-authors Michael Arthur-Kelly
2011 Arthur-Kelly M, Farrell G, 'Editorial', Australasian Journal of Special Education, 35 3-4 (2011) [C3]
DOI 10.1375/ajse.35.2.iii
Co-authors Michael Arthur-Kelly
2010 De Bortoli T, Arthur-Kelly MD, Mathisen BA, Foreman PJ, Balandin S, 'Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school', Disability and Rehabilitation, 32 1059-1072 (2010) [C1]
DOI 10.3109/09638280903410730
Citations Scopus - 4Web of Science - 3
Co-authors Phil Foreman, Michael Arthur-Kelly
2010 Arthur-Kelly MD, 'Editor', Australasian Journal of Special Education, 34 1 (2010) [C2]
Co-authors Michael Arthur-Kelly
2009 Mathisen BA, Arthur-Kelly MD, Kidd J, Nissen C, 'Using MINSPEAK: A case study of a preschool child with complex communication needs', Disability and Rehabilitation: Assistive Technology, 4 376-383 (2009) [C1]
DOI 10.1080/17483100902807112
Citations Scopus - 5
Co-authors Michael Arthur-Kelly
2009 Dempsey IJ, Arthur-Kelly MD, Carty B, 'Mentoring early career special education teachers', Australian Journal of Education, 53 294-305 (2009) [C1]
Citations Scopus - 2Web of Science - 2
Co-authors Michael Arthur-Kelly, Ian Dempsey
2009 Arthur-Kelly MD, Sigafoos J, Green V, Mathisen BA, Arthur-Kelly R, 'Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder', Disability and Rehabilitation, 31 1474-1486 (2009) [C1]
DOI 10.1080/09638280802590629
Citations Scopus - 8Web of Science - 9
Co-authors Michael Arthur-Kelly
2008 Foreman PJ, Arthur-Kelly MD, 'Social justice principles, the law and research, as bases for inclusion', Australasian Journal of Special Education, 32 109-124 (2008) [C1]
DOI 10.1080/10300110701839964
Co-authors Michael Arthur-Kelly, Phil Foreman
2008 Arthur-Kelly MD, Foreman PJ, Bennett DL, Pascoe SM, 'Interaction, inclusion and students with profound and multiple disabilities: Towards an agenda for research and practice', Journal of Research in Special Educational Needs, 8 161-166 (2008) [C1]
DOI 10.1111/j.1471-3802.2008.00114.x
Citations Scopus - 6
Co-authors Michael Arthur-Kelly, Phil Foreman
2007 Arthur-Kelly MD, 'Associate Editor', Augmentative and Alternative Communication : AAC, (2007) [C2]
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, 'Editorial consultant', Australasian Journal of Special Education, (2007) [C2]
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, 'Editorial Board', International Journal of Disability, Development and Education, (2007) [C2]
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, 'Editor', Special Education Perspectives, (2007) [C2]
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, Bochner S, Center Y, Mok M, 'Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities', Journal of Developmental and Physical Disabilities, 19 161-176 (2007) [C1]
DOI 10.1007/s10882-007-9045-9
Citations Scopus - 9Web of Science - 7
Co-authors Michael Arthur-Kelly
2007 Arthur-Kelly MD, 'Editorial consultant', Journal of Intellectual & Developmental Disability, (2007) [C2]
Co-authors Michael Arthur-Kelly
2007 Foreman PJ, Arthur-Kelly MD, Pascoe SM, 'The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools', Journal of Intellectual and Developmental Disability, 32 233-247 (2007) [C1]
DOI 10.1080/13668250701654417
Citations Scopus - 8Web of Science - 5
Co-authors Phil Foreman, Michael Arthur-Kelly
2006 Arthur-Kelly MD, 'Associate Editor', Augmentative & Alternative Communication, 23 (2006) [C2]
Co-authors Michael Arthur-Kelly
2006 Arthur-Kelly MD, 'Editorial Consultant', Journal of Intellectual & Developmental Disability, 31 (2006) [C2]
Co-authors Michael Arthur-Kelly
2006 Arthur-Kelly MD, 'Editorial Board', International Journal of Disability, Development and Education, 53 (2006) [C2]
Co-authors Michael Arthur-Kelly
2006 Gordon C, Debus R, Dillon J, Arthur-Kelly MD, 'Using action research to develop deep learning outcomes within a preservice teacher education context', Educational Research and Review, 1 337-346 (2006) [C1]
Co-authors Michael Arthur-Kelly
2006 Arthur-Kelly MD, 'Editor', Special Education Perspectives, 15 (2006) [C2]
Co-authors Michael Arthur-Kelly
2005 Arthur-Kelly MD, 'Editor - Editorial Consultant', The Australasian Journal of Special Education, 29 (2005) [C2]
Co-authors Michael Arthur-Kelly
2005 Roberts S, Arthur-Kelly MD, Foreman PJ, Pascoe SM, 'Educational approaches for maximizing arousal in children with multiple and severe disability: New directions for research and practice in early childhood contexts', Pediatric Rehabilitation, 8 88-91 (2005) [C1]
DOI 10.1080/13638490400022428
Citations Scopus - 10
Co-authors Phil Foreman, Michael Arthur-Kelly
2004 Conway RN, Arthur-Kelly MD, Pascoe S, 'Practical difficulties in observing the diverse Australian classroom', Special Education Perspectives, 13 31-37 (2004) [C1]
Co-authors Michael Arthur-Kelly
2004 Arthur-Kelly MD, 'Patterns Amongst Behavior States, Sociocommunicative, and Activity Variables in Educational Programs for Students With Profound and Multiple Disabilities', Journal of Developmental and Physical Disabilities, 16 125-149 (2004) [C1]
DOI 10.1023/B:JODD.0000026611.24306.92
Co-authors Michael Arthur-Kelly
2004 Foreman PJ, Arthur-Kelly MD, Pascoe S, Smyth King B, 'Evaluating the Educational Experiences of Students With Profound and Multiple Disabilities in Inclusive and Segregated Classroom Settings: An Australian Perspective', Research & Practice for Persons with Severe Disabilities, 29 183-193 (2004) [C1]
DOI 10.2511/rpsd.29.3.183
Citations Scopus - 36Web of Science - 30
Co-authors Michael Arthur-Kelly, Phil Foreman
2003 Arthur-Kelly MD, 'Socio-communicative variables and behavior states in students with profound and multiple disabilities: Descriptive data from school settings', Education and Training in Developmental Disabilities, 38 200-219 (2003) [C1]
Co-authors Michael Arthur-Kelly
2002 Dempsey IJ, Arthur-Kelly MD, 'Support staff in a sample of Australian community-based services for people with a disability: career intentions, personal characteristics and professional development needs', Journal of Intellectual & Developmental Disability, 27 (3) 201-214 (2002) [C1]
Co-authors Michael Arthur-Kelly, Ian Dempsey
2002 Foreman PJ, Arthur-Kelly MD, 'Parental perspectives on educational programmes for students with high support needs', European Journal of Special Needs Education, 17 (2) 175-184 (2002) [C1]
Co-authors Michael Arthur-Kelly, Phil Foreman
2002 Arthur-Kelly MD, Bruveris I, Smith G, Stephenson-Roberts V, 'A NSW example of professional development in the design of effective behaviour support plans', Special Education Perspectives, 11 (1) 51-58 (2002) [C1]
Co-authors Michael Arthur-Kelly
2002 Arthur-Kelly MD, Foreman PJ, 'Educational programming for students with high support needs: Report data from teachers, paraprofessionals and other professionals working in Australian schools', Developmental Disabilities Bulletin, 30 115-139 (2002) [C1]
Co-authors Phil Foreman, Michael Arthur-Kelly
2000 Arthur-Kelly MD, 'Reader's reaction - Behaviour states and a half-full glass: A response to Mudford, Hogg, and Roberts', American Journal on mental Retardation, 105 (6) 509-511 (2000) [C1]
Co-authors Michael Arthur-Kelly
1999 Arthur-Kelly MD, Bochner S, Butterfield N, 'Enhancing peer interactions within the context of play', International Journal of Disability, Development and Education, 46 (3) 367-381 (1999) [C1]
Co-authors Michael Arthur-Kelly
1998 Arthur-Kelly MD, Butterfield N, McKinnon DH, 'Communication intervention for students with severe disability: results of a partner training program', International Journal of Disability, Development and Education, 45 (1) 97-115 (1998) [C1]
Co-authors Michael Arthur-Kelly
1998 Dempsey IJ, Arthur-Kelly MD, 'Characteristics and professional development needs of staff working in employment services for people with a disability', Journal of Intellectual & Developmental Disability, 23 (4) 333-342 (1998) [C1]
Co-authors Michael Arthur-Kelly, Ian Dempsey
Show 53 more journal articles

Conference (20 outputs)

Year Citation Altmetrics Link
2013 Arthur-Kelly M, Farrell G, Neilands J, Foreman P, Lyons G, De Bortoli T, Bennett D, 'Sustaining implementation: Design and delivery elements in two recent special education professional development initiatives for staff working with students who have complex needs', JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES (2013) [E3]
Co-authors Michael Arthur-Kelly, Gordon Lyons, Phil Foreman
2012 Foreman PJ, Arthur-Kelly MD, Neilands J, Bennett DL, 'Outcomes of communication mentor-modelling for teaching staff in segregated and inclusive classrooms: Observed improvements in the alertness and involvement of students with multiple and severe disability', Journal of Intellectual Disability Research, Halifax, NS (2012) [E3]
Co-authors Phil Foreman, Michael Arthur-Kelly
2012 Neilands J, Arthur-Kelly MD, Dempsey IJ, Foreman PJ, 'Partnerships between parents and teachers during early transitions of children with disabilities', Journal of Intellectual Disability Research, Halifax, NS (2012) [E3]
Co-authors Phil Foreman, Michael Arthur-Kelly, Ian Dempsey
2012 Farrell GT, Arthur-Kelly MD, 'Effective professional development in early childhood settings in Australia: Maximising social and communication supports for young children at risk of challenging behaviours', Journal of Intellectual Disability Research, Halifax, NS (2012) [E3]
Co-authors Michael Arthur-Kelly
2010 Arthur-Kelly M, Farrell G, Sparkes D, Hinchey F, 'Reducing challenging behaviour in young children through staff training', JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES (2010) [E3]
Co-authors Michael Arthur-Kelly
2010 Bennett DL, Arthur-Kelly MD, Foreman PJ, Neilands J, 'The impact of an in-class collaborative professional development model on communication partners', Journal of Applied Research in Intellectual Disabilities, Rome (2010) [E3]
Co-authors Phil Foreman, Michael Arthur-Kelly
2009 Arthur-Kelly M, Foreman P, Bennett D, Neilands J, 'Collaborative in-class mentoring approaches to improving communication skills and alertness in students with severe and multiple disabilities: 2. Observational data', JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES (2009) [E3]
Co-authors Michael Arthur-Kelly
2009 Bennett D, Foreman P, Arthur-Kelly M, Neilands J, 'A collaborative in-class mentoring approach to improving communication skills and alertness in students with severe and multiple disabilities: 1. Program description', JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES (2009) [E3]
Co-authors Michael Arthur-Kelly
2009 De Bortoli T, Arthur-Kelly MD, Mathisen BA, Foreman PJ, ''You can't do it on your own': Teachers' experiences of the role of partnerships in enhancing communication access for students with multiple and severe disabilities', PPPP '09: Power and Passion: Progress Through Partnerships: 44th ASSID Conference Presentations, Hobart, TAS (2009) [E3]
Co-authors Phil Foreman, Michael Arthur-Kelly
2008 Arthur-Kelly MD, Foreman PJ, Pascoe SM, Bennett D, 'Communication, context and connection: Issues in the education of students with multiple disability', Journal of Intellectual Disability Research, Cape Town, South Africa (2008) [E3]
DOI 10.1111/j.1365-2788.2008.01093.x
Co-authors Phil Foreman, Michael Arthur-Kelly
2008 Foreman PJ, Arthur-Kelly MD, Bennett D, Pascoe S, 'Improving communication of students with PMID through training of communication partners', Journal of Intellectual Disability Research, Cape Town, South Africa (2008) [E3]
DOI 10.1111/j.1365-2788.2008.01093.x
Citations Web of Science - 1
Co-authors Phil Foreman, Michael Arthur-Kelly
2007 Kidd J, Nissen C, Mathisen BA, Arthur-Kelly MD, 'Is minispeak effective in preschool?', Australian Group on Severe Communication Impairment (AGOSCI) National Conference. Abstracts, Melbourne (2007) [E3]
Co-authors Michael Arthur-Kelly
2005 Foreman PJ, Arthur-Kelly MD, 'Alertness levels and communication involvement in students with most severe and multiple disabilities in Australian classrooms: Effects of short teacher training programs', Inclusive and Supportive Education Congress, Glasgow, Scotland (2005) [E2]
Co-authors Phil Foreman, Michael Arthur-Kelly
2005 Smith SR, Robinson GL, Arthur-Kelly MD, Morgan PJ, 'The relationship between instructional differentiation, student diversity and academic-engagement: A pilot observation study', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
Co-authors Philip Morgan, Michael Arthur-Kelly
2005 Smith SR, Robinson GL, Arthur-Kelly MD, Morgan PJ, 'Teachers' perceptions of instructional differentiation to cater for student diversity: A pilot survey study', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
Co-authors Philip Morgan, Michael Arthur-Kelly
2004 Smith SR, Robinson GL, Arthur-Kelly MD, Morgan PJ, 'The relationship between instructional differentiation, student diversity and academic-engagement', Abstracts of Papers, Melbourne (2004) [E3]
Co-authors Michael Arthur-Kelly, Philip Morgan
2004 Foreman PJ, Arthur-Kelly MD, 'Behaviour states and educational settings for students with the most severe intellectual and multiple disabilities (SIMD): Australian data', Congress Abstracts, Montpellier, France (2004) [E3]
Co-authors Michael Arthur-Kelly, Phil Foreman
2000 Foreman PJ, Arthur-Kelly MD, 'Educational programs for students with high support needs', Journal of Intellectual Disability Research 44, 264, Seattle, Washington, August 2000 (2000) [E3]
Co-authors Phil Foreman, Michael Arthur-Kelly
2000 Dempsey IJ, Arthur-Kelly MD, 'Staff characteristics and professional development needs in employment services for people with intellectual disability in NSW, Australia', Journal of Intellectual Disability Research 44, 285, Seattle, Washington, August 2000 (2000) [E3]
Co-authors Michael Arthur-Kelly, Ian Dempsey
1998 Arthur-Kelly MD, 'Identifying best practice in the education of students with high support needs', Making It Work - Conference Proceedings, The National Convention Centre - Canberra ACT (1998) [E2]
Co-authors Michael Arthur-Kelly
Show 17 more conferences
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Grants and Funding

Summary

Number of grants 24
Total funding $771,972

Click on a grant title below to expand the full details for that specific grant.


20142 grants / $30,000

Engaging technology to optimise communicative engagement outcomes for students with multiple and severe disabilities in a range of settings $20,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman, Doctor Gordon Lyons
Scheme Near Miss Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301375
Type Of Funding Internal
Category INTE
UON Y

2013 Vice Chancellor's Award for Supervision Excellence$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Award for Supervision Excellence
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1301443
Type Of Funding Internal
Category INTE
UON Y

20131 grants / $1,500

Asia-Pacific 3rd Regional Congress International Association for Scientific Study of Intellectual and Developmental Disability (IASSIDD), International Conference Centre Waseda University, Tokyo Japan$1,500

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300657
Type Of Funding Internal
Category INTE
UON Y

20111 grants / $750

46th Annual Australasian Society for Intellectual Disability, Stamford Grand Hotel, Glenelg, SA, 9 - 11 November 2011$750

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100896
Type Of Funding Internal
Category INTE
UON Y

20082 grants / $502,500

Preventing and reducing challenging behavioural young children using functional assessment: Social and communication supports$500,000

Funding body: NSW Department of Ageing, Disability and Home Care

Funding body NSW Department of Ageing, Disability and Home Care
Project Team Associate Professor Michael Arthur-Kelly
Scheme Research Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189013
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

World Congress of the International Association for the Scientific Study of Intellectual Disability (IASSID), Capetown, South Africa, 25/8/2008 - 30/8/2008$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189281
Type Of Funding Internal
Category INTE
UON Y

20071 grants / $152,600

Partner training and communication outcomes for students with multiple and severe disabilities$152,600

Funding body: ARC (Australian Research Council)

Funding body ARC (Australian Research Council)
Project Team Emeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
Scheme Discovery Projects
Role Investigator
Funding Start 2007
Funding Finish 2007
GNo G0186299
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

20062 grants / $15,850

Can partner training improve communication outcomes in students with multiple and severe disabilities?$11,055

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
Scheme Near Miss Grant
Role Investigator
Funding Start 2006
Funding Finish 2006
GNo G0186045
Type Of Funding Internal
Category INTE
UON Y

Using electronic communication technologies to improve behaviour supports and outcomes in primary and secondary school-aged students who challenge educators$4,795

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Near Miss Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0186072
Type Of Funding Internal
Category INTE
UON Y

20052 grants / $10,272

How do effective learning and teaching practices in special education align with the broader pedagogical framework of quality teaching$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor James Ladwig, Professor Jennifer Gore
Scheme Project Grant
Role Investigator
Funding Start 2005
Funding Finish 2005
GNo G0184747
Type Of Funding Internal
Category INTE
UON Y

Annual Conference of The Australian Association of Special Education, 23-25 September 2005$272

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185673
Type Of Funding Internal
Category INTE
UON Y

20042 grants / $15,610

Communicative involvement in students with multiple and severe disabilities. The impact of partner training.$15,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
Scheme Project Grant
Role Investigator
Funding Start 2004
Funding Finish 2004
GNo G0183367
Type Of Funding Internal
Category INTE
UON Y

Sixth Biennial National Early Childhood Intervention Australia Conference, 25-27 July 2004, Melbourne$610

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2004
Funding Finish 2004
GNo G0184147
Type Of Funding Internal
Category INTE
UON Y

20032 grants / $7,025

Classroom ecological factors in the teaching of reading groups$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor Ian Dempsey, Associate Professor Gregory Robinson, Doctor Susan Spedding
Scheme Project Grant
Role Investigator
Funding Start 2003
Funding Finish 2003
GNo G0182321
Type Of Funding Internal
Category INTE
UON Y

CSNSIE Inaugural International Conference on Inclusive Education 14 to 21 December 2003$2,025

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2003
Funding Finish 2003
GNo G0183678
Type Of Funding Internal
Category INTE
UON Y

20021 grants / $6,000

Diverse needs in the regular classroom: Learning, teaching and management strategies$6,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor Ian Dempsey, Associate Professor Gregory Robinson, Doctor Susan Spedding
Scheme Project Grant
Role Investigator
Funding Start 2002
Funding Finish 2002
GNo G0181408
Type Of Funding Internal
Category INTE
UON Y

20002 grants / $12,400

A comparison of the experiences of students, with the most severe and multiple disabilities, in special schools, support classes and regular classes, using beha$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Emeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
Scheme Collaborative Research Grant
Role Investigator
Funding Start 2000
Funding Finish 2000
GNo G0180665
Type Of Funding Internal
Category INTE
UON Y

Annual Meeting of The Association for Persons with Severe Handicap, USA 6-9 December 2000$2,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 2000
Funding Finish 2000
GNo G0180210
Type Of Funding Internal
Category INTE
UON Y

19981 grants / $10,000

Students with high support needs: An investigation and analysis of current educational practice.$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman
Scheme Project Grant
Role Lead
Funding Start 1998
Funding Finish 1998
GNo G0177241
Type Of Funding Internal
Category INTE
UON Y

19952 grants / $3,010

The impact of socio-communicative interactions on behavioural states in people with the most severe and multiply disabling conditions.$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Project Grant
Role Lead
Funding Start 1995
Funding Finish 1995
GNo G0175009
Type Of Funding Internal
Category INTE
UON Y

19th National Conference of the Australian Assoc of Special Education, Darwin, 13-15 July$510

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 1995
Funding Finish 1995
GNo G0176851
Type Of Funding Internal
Category INTE
UON Y

19942 grants / $3,219

The impact of staff training in socio-communicative interactions on behavioural states in people ith the most severe and multipy disabling conditions.$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme New Staff Grant
Role Lead
Funding Start 1994
Funding Finish 1994
GNo G0174596
Type Of Funding Internal
Category INTE
UON Y

6th Joint National Conf. of the National Council of Intellectual Disability and the Aust. Soc. for the Study of Intellectual Disability, Freemantle 26-30 Oct.94$719

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 1994
Funding Finish 1994
GNo G0175188
Type Of Funding Internal
Category INTE
UON Y

19931 grants / $1,236

'Annual Conference of The Association for Persons with Severe Handicaps', Chicago, USA, 4 - 6 November 1993$1,236

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Associate Professor Michael Arthur-Kelly
Scheme Travel Grant
Role Lead
Funding Start 1993
Funding Finish 1993
GNo G0174392
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed11
Current7

Total current UON EFTSL

Masters1
PhD1.5

Current Supervision

Commenced Research Title / Program / Supervisor Type
2015 Foetal Alcohol Spectrum Disorders in Australian schools; examining the implications for teaching.
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014 Children with Autism and Their Engagement and Interaction with Visual Supports in Early Intervention Settings: A Sociotechnical Investigation of Mobile Technologies for Communication
Speech Pathology, Faculty of Education and Arts
Principal Supervisor
2014 Preparing Teachers to Use Function-Based Intervention for Students with Intellectual Disability in Vietnam: An Action Research Project
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014 The Development of Classroom Management Skills of Early Career Teachers in PBL and Non-PBL Schools: A Comparative Analysis
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2013 Phenomenological Study of Educational Characteristics Associated with Children and Young People with Autism Spectrum Disorder
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012 Comparing Telepractice and In-Person Delivery of Family-Centred Early Intervention for Children who are Deaf and Their Families
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2012 Communication as Interaction: Students, Peers, Teachers and Technology
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor

Past Supervision

Year Research Title / Program / Supervisor Type
2015 Supporting Students who are Deaf and Hard of Hearing in Regular Schools: Influences on the Support Activities Provided by Itinerant Teachers
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2015 Parent and Teacher Partnerships; the Role of Common Understandings in Successful Transition to School of Children with Disabilities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014 The Implementation of a Professional Development Program in Functional Behavioural Assessment in Selected Elementary Schools in Thailand
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2013 Investigating the Handwriting Experiences of Left-Handed Primary School Students
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2013 The Perceptions of Thai Preschool Teachers About Inclusive Education for Young Children with Disabilities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012 Complex Contextual Influences on the Communicative Interactions of Students with Multiple and Severe Disabilities: A Qualitative Study
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2010 A Collaborative In-Class Mentoring Approach to Improving Communication Skills and Alertness in Students With Multiple and Severe Disabilities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2009 An Investigation of Social and Emotional Skills and their Relationship with Behaviour Problems in Thai Secondary Students
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2007 Problem and Prosocial Behaviours of Primary Students: Perceptions of Australian and South Korean Teachers
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2007 The Relationship Between Student Literacy Diversity, Instructional Differentiation and Academic Engagement in Inclusive Primary Classrooms
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2004 Life satisfaction for children with profound multiple disabilities
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
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News

On the Same Page

On the Same Page

December 10, 2013

A new DVD is set to help early childhood professionals develop effective strategies for working with children who may be at risk of challenging behaviours.

VC award winners

Research and Supervision Excellence

December 2, 2013

The winners of the 2013 'Vice-Chancellor's Awards for Research Excellence' and the 'Vice-Chancellor's Awards for Supervision Excellence' were announced on Monday 2 December. These awards recognise and reward the outstanding calibre of researchers and supervisors we have at the University.

Associate Professor Michael Arthur-Kelly

Position

Associate Professor
School of Education
Faculty of Education and Arts

Contact Details

Email michael.arthur-kelly@newcastle.edu.au
Phone (02) 4921 6284
Mobile 0423164057
Fax (02) 4921 6939

Office

Room SE25
Building Special Education Centre
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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