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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

CodeDescriptionPercentage
130199Education Systems not elsewhere classified25
130399Specialist Studies in Education not elsewhere classified50
139999Education not elsewhere classified25

Professional Experience

UON Appointment

DatesTitleOrganisation / Department
1/01/2014 - Associate ProfessorUniversity of Newcastle
School of Education
Australia

Academic appointment

DatesTitleOrganisation / Department
1/01/2011 - Editor - Australasian Journal of Special EducationAustralasian Journal of Special Education
Australia
1/01/2009 - Editorial Board - Special Education Perspectives JournalSpecial Education Perspectives Journal
Australia
1/01/2000 - Editorial Board - Journal of Intellectual and Developmental DisabilityJournal 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)

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

Chapter (12 outputs)

YearCitationAltmetricsLink
2014Arthur-Kelly MD, Neilands J, 'Planning effective teaching strategies', Inclusion in action, Cengage, Melbourne 185-240 (2014) [B2]
Co-authorsMichael Arthur-Kelly
2011Arthur-Kelly MD, Neilands J, 'Planning effective teaching strategies', Inclusion in Action, Cengage Learning, Melbourne 179-218 (2011) [B2]
Co-authorsMichael Arthur-Kelly
2009Keen 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]
DOI10.1007/978-1-4020-9964-9_8
Co-authorsMichael Arthur-Kelly
2008Arthur-Kelly MD, 'Planning effective teaching strategies', Inclusion in Action, Thomson, South Melbourne, VIC 164-197 (2008) [B2]
Co-authorsMichael Arthur-Kelly
2007Arthur-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-authorsMichael Arthur-Kelly
2006Green 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-authorsMichael Arthur-Kelly
2006Arthur-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-authorsMichael Arthur-Kelly
2006Sigafoos 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-authorsMichael Arthur-Kelly, Phil Foreman
2005Arthur-Kelly MD, 'Planning Effective Teaching Strategies', Inclusion in Action, Thomson, Southbank, Victoria, Australia 174-208 (2005) [B2]
Co-authorsMichael Arthur-Kelly
2005Sigafoos 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-authorsMichael Arthur-Kelly
2002Sigafoos J, Arthur-Kelly MD, 'Educating students with high support needs', Educating children with diverse abilities, Prentice Hall, Australia 470-499 (2002) [B2]
Co-authorsMichael Arthur-Kelly
2001Arthur-Kelly MD, 'Designing effective teaching interventions', Integration and inclusion in action - 2nd edition, Harcourt, Sydney 139-168 (2001) [B2]
Co-authorsMichael Arthur-Kelly
Show 9 more chapters

Journal article (56 outputs)

YearCitationAltmetricsLink
2015Arthur-Kelly MD, 'Emergent relations found in learners with autism using match-to-sample instructional procedures', Evidence-Based Communication Assessment and Intervention, (2015)
DOI10.1080/17489539.2014.1001545
Co-authorsMichael Arthur-Kelly
2015Opartkiattikul W, Arthur-Kelly M, Dempsey I, 'Implementing Functional Behavior Assessment in Thailand', Intervention in School and Clinic, (2015)
DOI10.1177/1053451215577471
Co-authorsIan Dempsey, Michael Arthur-Kelly
2014Hawkyard 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.

DOI10.1177/0004944114530062
Co-authorsMichael Arthur-Kelly, Ian Dempsey
2014De 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.

DOI10.3109/07434618.2014.881916
CitationsScopus - 1Web of Science - 1
Co-authorsMichael Arthur-Kelly
2014Foreman 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]
DOI10.1111/jir.12066Author URL
CitationsScopus - 2Web of Science - 1
Co-authorsKim Colyvas, Michael Arthur-Kelly, Phil Foreman
2014Opartkiattikul 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-authorsIan Dempsey, Michael Arthur-Kelly
2014Lyons 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]
DOI10.4236/ce.2014.57054
Co-authorsGordon Lyons, Michael Arthur-Kelly
2014Arthur-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.

DOI10.1080/17489539.2014.1001545
Co-authorsMichael Arthur-Kelly
2014Bennett 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]
DOI10.3109/17518423.2013.861528Author URL
Co-authorsMichael Arthur-Kelly, Phil Foreman
2014Arthur-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]
DOI10.9782/2159-4341-17.2.70
Co-authorsMichael Arthur-Kelly, Phil Foreman
2013Arthur-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-authorsGordon Lyons, Michael Arthur-Kelly
2013Arthur-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]
DOI10.1080/08856257.2013.778113Author URL
CitationsScopus - 1Web of Science - 1
Co-authorsPhil Foreman, Michael Arthur-Kelly, Gordon Lyons
2013Ho 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.

DOI10.1111/1467-8578.12013
Co-authorsMichael Arthur-Kelly
2013Sukbunpant 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.

DOI10.1080/13603116.2012.741146
CitationsScopus - 1
Co-authorsIan Dempsey, Michael Arthur-Kelly
2013Arthur-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-authorsMichael Arthur-Kelly
2013Arthur-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-authorsMichael Arthur-Kelly
2013Arthur-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-authorsMichael Arthur-Kelly, Gordon Lyons
2013Lyons 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]
DOI10.3109/17518423.2012.737039Author URL
CitationsScopus - 1Web of Science - 1
Co-authorsGordon Lyons, Michael Arthur-Kelly, Peter Walla
2012De 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]
CitationsScopus - 4Web of Science - 3
Co-authorsPhil Foreman, Michael Arthur-Kelly
2011De 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]
DOI10.3109/17549507.2011.550691
CitationsScopus - 3Web of Science - 3
Co-authorsMichael Arthur-Kelly, Phil Foreman
2011Stephenson 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]
DOI10.1177/0888406410384407
Co-authorsMichael Arthur-Kelly
2011Arthur-Kelly M, Farrell G, 'New editors for AJSE', Australasian Journal of Special Education, 35 (2011) [C3]
DOI10.1375/ajse.35.1.iii
Co-authorsMichael Arthur-Kelly
2011Arthur-Kelly M, Farrell G, 'Editorial', Australasian Journal of Special Education, 35 3-4 (2011) [C3]
DOI10.1375/ajse.35.2.iii
Co-authorsMichael Arthur-Kelly
2010De 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]
DOI10.3109/09638280903410730
CitationsScopus - 4Web of Science - 3
Co-authorsPhil Foreman, Michael Arthur-Kelly
2010Arthur-Kelly MD, 'Editor', Australasian Journal of Special Education, 34 1 (2010) [C2]
Co-authorsMichael Arthur-Kelly
2009Mathisen 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]
DOI10.1080/17483100902807112
CitationsScopus - 5
Co-authorsMichael Arthur-Kelly
2009Dempsey IJ, Arthur-Kelly MD, Carty B, 'Mentoring early career special education teachers', Australian Journal of Education, 53 294-305 (2009) [C1]
CitationsScopus - 2Web of Science - 2
Co-authorsMichael Arthur-Kelly, Ian Dempsey
2009Arthur-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]
DOI10.1080/09638280802590629
CitationsScopus - 8Web of Science - 9
Co-authorsMichael Arthur-Kelly
2008Foreman 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]
DOI10.1080/10300110701839964
Co-authorsMichael Arthur-Kelly, Phil Foreman
2008Arthur-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]
DOI10.1111/j.1471-3802.2008.00114.x
CitationsScopus - 6
Co-authorsMichael Arthur-Kelly, Phil Foreman
2007Arthur-Kelly MD, 'Associate Editor', Augmentative and Alternative Communication : AAC, (2007) [C2]
Co-authorsMichael Arthur-Kelly
2007Arthur-Kelly MD, 'Editorial consultant', Australasian Journal of Special Education, (2007) [C2]
Co-authorsMichael Arthur-Kelly
2007Arthur-Kelly MD, 'Editorial Board', International Journal of Disability, Development and Education, (2007) [C2]
Co-authorsMichael Arthur-Kelly
2007Arthur-Kelly MD, 'Editor', Special Education Perspectives, (2007) [C2]
Co-authorsMichael Arthur-Kelly
2007Arthur-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]
DOI10.1007/s10882-007-9045-9
CitationsScopus - 9Web of Science - 7
Co-authorsMichael Arthur-Kelly
2007Arthur-Kelly MD, 'Editorial consultant', Journal of Intellectual & Developmental Disability, (2007) [C2]
Co-authorsMichael Arthur-Kelly
2007Foreman 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]
DOI10.1080/13668250701654417
CitationsScopus - 8Web of Science - 5
Co-authorsPhil Foreman, Michael Arthur-Kelly
2006Arthur-Kelly MD, 'Associate Editor', Augmentative & Alternative Communication, 23 (2006) [C2]
Co-authorsMichael Arthur-Kelly
2006Arthur-Kelly MD, 'Editorial Consultant', Journal of Intellectual & Developmental Disability, 31 (2006) [C2]
Co-authorsMichael Arthur-Kelly
2006Arthur-Kelly MD, 'Editorial Board', International Journal of Disability, Development and Education, 53 (2006) [C2]
Co-authorsMichael Arthur-Kelly
2006Gordon 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-authorsMichael Arthur-Kelly
2006Arthur-Kelly MD, 'Editor', Special Education Perspectives, 15 (2006) [C2]
Co-authorsMichael Arthur-Kelly
2005Arthur-Kelly MD, 'Editor - Editorial Consultant', The Australasian Journal of Special Education, 29 (2005) [C2]
Co-authorsMichael Arthur-Kelly
2005Roberts 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]
DOI10.1080/13638490400022428
CitationsScopus - 10
Co-authorsPhil Foreman, Michael Arthur-Kelly
2004Conway RN, Arthur-Kelly MD, Pascoe S, 'Practical difficulties in observing the diverse Australian classroom', Special Education Perspectives, 13 31-37 (2004) [C1]
Co-authorsMichael Arthur-Kelly
2004Arthur-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]
DOI10.1023/B:JODD.0000026611.24306.92
Co-authorsMichael Arthur-Kelly
2004Foreman 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]
DOI10.2511/rpsd.29.3.183
CitationsScopus - 36Web of Science - 30
Co-authorsMichael Arthur-Kelly, Phil Foreman
2003Arthur-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-authorsMichael Arthur-Kelly
2002Dempsey 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-authorsMichael Arthur-Kelly, Ian Dempsey
2002Foreman 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-authorsMichael Arthur-Kelly, Phil Foreman
2002Arthur-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-authorsMichael Arthur-Kelly
2002Arthur-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-authorsPhil Foreman, Michael Arthur-Kelly
2000Arthur-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-authorsMichael Arthur-Kelly
1999Arthur-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-authorsMichael Arthur-Kelly
1998Arthur-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-authorsMichael Arthur-Kelly
1998Dempsey 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-authorsMichael Arthur-Kelly, Ian Dempsey
Show 53 more journal articles

Conference (20 outputs)

YearCitationAltmetricsLink
2013Arthur-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]
Author URL
Co-authorsMichael Arthur-Kelly, Gordon Lyons, Phil Foreman
2012Foreman 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-authorsPhil Foreman, Michael Arthur-Kelly
2012Neilands 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-authorsPhil Foreman, Michael Arthur-Kelly, Ian Dempsey
2012Farrell 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-authorsMichael Arthur-Kelly
2010Arthur-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]
Author URL
Co-authorsMichael Arthur-Kelly
2010Bennett 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-authorsPhil Foreman, Michael Arthur-Kelly
2009Arthur-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]
Author URL
Co-authorsMichael Arthur-Kelly
2009Bennett 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]
Author URL
Co-authorsMichael Arthur-Kelly
2009De 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-authorsPhil Foreman, Michael Arthur-Kelly
2008Arthur-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]
DOI10.1111/j.1365-2788.2008.01093.x
Co-authorsPhil Foreman, Michael Arthur-Kelly
2008Foreman 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]
DOI10.1111/j.1365-2788.2008.01093.x
CitationsWeb of Science - 1
Co-authorsPhil Foreman, Michael Arthur-Kelly
2007Kidd 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-authorsMichael Arthur-Kelly
2005Foreman 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-authorsPhil Foreman, Michael Arthur-Kelly
2005Smith 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-authorsPhilip Morgan, Michael Arthur-Kelly
2005Smith 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-authorsPhilip Morgan, Michael Arthur-Kelly
2004Smith 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-authorsMichael Arthur-Kelly, Philip Morgan
2004Foreman 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-authorsMichael Arthur-Kelly, Phil Foreman
2000Foreman 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-authorsPhil Foreman, Michael Arthur-Kelly
2000Dempsey 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-authorsMichael Arthur-Kelly, Ian Dempsey
1998Arthur-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-authorsMichael Arthur-Kelly
Show 17 more conferences
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Grants and Funding

Summary

Number of grants24
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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman, Doctor Gordon Lyons
SchemeNear Miss Grant
RoleLead
Funding Start2014
Funding Finish2014
GNoG1301375
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeAward for Supervision Excellence
RoleLead
Funding Start2014
Funding Finish2014
GNoG1301443
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle - Faculty of Education and Arts
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2013
Funding Finish2013
GNoG1300657
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle - Faculty of Education and Arts
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2011
Funding Finish2011
GNoG1100896
Type Of FundingInternal
CategoryINTE
UONY

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 bodyNSW Department of Ageing, Disability and Home Care
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeResearch Grant
RoleLead
Funding Start2008
Funding Finish2008
GNoG0189013
Type Of FundingOther Public Sector - State
Category2OPS
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2008
Funding Finish2008
GNoG0189281
Type Of FundingInternal
CategoryINTE
UONY

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 bodyARC (Australian Research Council)
Project TeamEmeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
SchemeDiscovery Projects
RoleInvestigator
Funding Start2007
Funding Finish2007
GNoG0186299
Type Of FundingAust Competitive - Commonwealth
Category1CS
UONY

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 bodyUniversity of Newcastle
Project TeamEmeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
SchemeNear Miss Grant
RoleInvestigator
Funding Start2006
Funding Finish2006
GNoG0186045
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeNear Miss Grant
RoleLead
Funding Start2006
Funding Finish2006
GNoG0186072
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor James Ladwig, Professor Jennifer Gore
SchemeProject Grant
RoleInvestigator
Funding Start2005
Funding Finish2005
GNoG0184747
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2005
Funding Finish2005
GNoG0185673
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamEmeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
SchemeProject Grant
RoleInvestigator
Funding Start2004
Funding Finish2004
GNoG0183367
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2004
Funding Finish2004
GNoG0184147
Type Of FundingInternal
CategoryINTE
UONY

20032 grants / $7,025

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor Ian Dempsey, Associate Professor Gregory Robinson, Doctor Susan Spedding
SchemeProject Grant
RoleInvestigator
Funding Start2003
Funding Finish2003
GNoG0182321
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2003
Funding Finish2003
GNoG0183678
Type Of FundingInternal
CategoryINTE
UONY

20021 grants / $6,000

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Robert Conway, Associate Professor Michael Arthur-Kelly, Associate Professor Ian Dempsey, Associate Professor Gregory Robinson, Doctor Susan Spedding
SchemeProject Grant
RoleInvestigator
Funding Start2002
Funding Finish2002
GNoG0181408
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamEmeritus Professor Phil Foreman, Associate Professor Michael Arthur-Kelly
SchemeCollaborative Research Grant
RoleInvestigator
Funding Start2000
Funding Finish2000
GNoG0180665
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start2000
Funding Finish2000
GNoG0180210
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman
SchemeProject Grant
RoleLead
Funding Start1998
Funding Finish1998
GNoG0177241
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeProject Grant
RoleLead
Funding Start1995
Funding Finish1995
GNoG0175009
Type Of FundingInternal
CategoryINTE
UONY

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

Funding body: University of Newcastle

Funding bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start1995
Funding Finish1995
GNoG0176851
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeNew Staff Grant
RoleLead
Funding Start1994
Funding Finish1994
GNoG0174596
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start1994
Funding Finish1994
GNoG0175188
Type Of FundingInternal
CategoryINTE
UONY

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 bodyUniversity of Newcastle
Project TeamAssociate Professor Michael Arthur-Kelly
SchemeTravel Grant
RoleLead
Funding Start1993
Funding Finish1993
GNoG0174392
Type Of FundingInternal
CategoryINTE
UONY
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Research Supervision

Current Supervision

CommencedResearch Title / Program / Supervisor Type
2015Foetal Alcohol Spectrum Disorders in Australian schools; examining the implications for teaching.
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2014Preparing 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
2014The 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
2013Phenomenological Study of Educational Characteristics Associated with Children and Young People with Autism Spectrum Disorder
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012Comparing 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
2012Communication as Interaction: Students, Peers, Teachers and Technology
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor

Past Supervision

YearResearch Title / Program / Supervisor Type
2015Supporting 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
2015Parent 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
2014The 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
2013Investigating the Handwriting Experiences of Left-Handed Primary School Students
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2013The Perceptions of Thai Preschool Teachers About Inclusive Education for Young Children with Disabilities
Curriculum & Education Studies, Faculty of Education and Arts
Principal Supervisor
2012Complex 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
2010A 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
2009An 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
2007Problem and Prosocial Behaviours of Primary Students: Perceptions of Australian and South Korean Teachers
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2007The Relationship Between Student Literacy Diversity, Instructional Differentiation and Academic Engagement in Inclusive Primary Classrooms
Curriculum & Education Studies, Faculty of Education and Arts
Co-Supervisor
2004Life 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

Emailmichael.arthur-kelly@newcastle.edu.au
Phone(02) 4921 6284
Mobile0423164057
Fax(02) 4921 6939

Office

RoomSE25
BuildingSpecial Education Centre
LocationCallaghan
University Drive
Callaghan, NSW 2308
Australia
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