Emeritus Professor Phil Foreman
Emeritus Professor
College of Human and Social Futures
Career Summary
Biography
Emeritus Professor Phil Foreman has an extensive publication record in intellectual disability, with research grants totaling over $390,000 since 2000. He was Director of the University of Newcastle Special Education Centre from 1986-1999. During this time the Centre developed a significant research profile, supported by a number of major research grants. He is a member of the Centre for Special Education and Disability Studies at the University of Newcastle. He was instrumental in the development of the link between the University of Newcastle and the Royal Institute for Deaf & Blind Children, which led to the establishment of the Renwick Centre, a research centre in the education of students with a sensory disability. This link led to Professor Foreman’s previous ARC Linkage grant. The sixth edition of his edited text-book, Inclusion in Action, was published in 2014. The book has been set as a text on over 20 university campuses in Australia and New Zealand. His single-authored book, Education of Students with an Intellectual Disability: Research and Practice, was published in 2009. Professor Foreman’s research profile has been combined with a significant administrative load for over 20 years. He was Director of the University’s Special Education Centre for 14 years, and for four of those years was also Dean of Students. He was then Dean of Education for six years until 2008, and was Chair of the NSW Institute of Teachers from 2007-13. In January 2013 he became a Member of the Order of Australia.
Research ExpertiseExtensive publication record in the area of the education of students with a disability, having received research grants totaling well over $500,000 in the last 10 years. In 1999, led research team that developed an instrument to assess the support needs of students with a disability in regular classes. The instrument was used by the Department of Education and Training to allocate over $30m to regular schools, to support integrated students. Has also collaborated extensively with Dr Ian Dempsey on research related to the enrolment of students with disabilities in regular classes. Instrumental in the development of the link between the University of Newcastle and the Royal Institute for Deaf & Blind Children, which led to the establishment of the Renwick Research Centre. This led to previous SPIRT grant with highly successful outcomes. Has worked closely with Dr Michael Arthur-Kelly on research into the effective education of students with multiple and severe disabilities. In recent collaborative research between the NSW DET and The University of Newcastle, Foreman and Arthur-Kelly identified important differences between students with multiple and severe disabilities enrolled in segregated and inclusive settings which form basis of current research program.
Teaching Expertise
Long teaching career focussing primarily on special education, with major focus on early intervention, students with intellectual and multiple disability, and inclusive practices. Editor of leading university text-book on inclusive practice, about to be published in its 4th edition.
Administrative Expertise
Extensive administrative experience over more than 20 years including Head of Department, Head of Division, Dean, Head of School, Acting Pro Vice Chancellor (Teaching and Learning), also as leader of several large research projects including ARC-linkage grant, ARC-discovery grant and consultancies. Current discipline-related administrative activity includes Chairmanship of NSW Initial Teacher Education Committee, responsible for accreditation of all teacher education programs in NSW.
Collaborations
Professor Foreman works closely with A/Prof Michael Arthur-Kelly on research into the education of students with multiple and severe disabilities. They have been consultants to the Royal Institute for Deaf & Blind Children in an evaluation of the Institute’s educational programs for students with multiple disabilities. Foreman and Arthur-Kelly recently completed an ARC-Discovery Grant investigating the impact of training communication partners on the communication interactions of students with multiple and severe disabilities. They are among a small number of researchers in Australia working in the area of multiple and severe disabilities.
Qualifications
- PhD, Macquarie University
- Master of Education, University of New England
- Master of Letters, University of New England
- Bachelor of Arts, University of New England
Keywords
- Behaviour state analysis
- Inclusion
- Intelllectual disability
- Severe disability
- Special Education
- Teacher Education
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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Reviewer - International Journal of Development, Disability and Education | International Journal of Development, Disability and Education Australia |
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Associate Editor - Journal of Intellectual and Developmental Disability | Journal of Intellectual and Developmental Disability Australia |
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Fellow - Australian Psychological Society | Australian Psychological Society Australia |
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1/1/2007 - | Chair | NSW Initial Teacher Education Committee Australia |
1/1/2006 - | Research Advisory Board Member | National Institute for People with Disabilities Research Institute, New York United States |
1/1/1998 - 1/12/2001 | Dean of Students | University of Newcastle Australia |
1/7/1986 - 1/12/2000 | Director Special Education Centre | The University of New South Wales Education & Arts Australia |
Membership
Dates | Title | Organisation / Department |
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Member - Special Education Perspectives | Special Education Perspectives Journal Australia |
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Member - Journal of Intellectual Disability Research | Journal of Intellectual Disability Research Australia |
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Member - Australian Society for the Study of Intellectual Disability | Australian Society for the Study of Intellectual Disability Australia |
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Life Member - Australian College of Educators | Australian College of Educators Australia |
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Member - Australian Association of Special Education | Australian Association of Special Education Australia |
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Life Member - Royal Institute for Deaf and Blind Children | Royal Institute for Deaf and Blind Children |
Awards
Recognition
Year | Award |
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2003 |
Distinguished Service Citation Australian Society for the Study of Intellectual Disability |
Invitations
Participant
Year | Title / Rationale |
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2006 |
Public Seminar Series Organisation: ACT Department of Education Description: Invited public address on issues related to inclusion of students with a disability. |
2004 |
Catholic Special Education Conference Organisation: Mater Dei, Camden Description: Foreman, P.J. (2004, October 21). Education in inclusive communities. Keynote address to Special Education Conference, Mater Dei, Camden. |
2003 |
Special Indeed Conference Organisation: Independent Education Union Description: Foreman, P. (2003, March). Issues in planning and providing support for students with disabilities in regular classes. Keynote address, Special Indeed Conference, IEU, Sydney. |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (6 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
Foreman P, Arthur-Kelly MD, Inclusion in action, Cengage, South Melbourne, 572 (2014) [A4]
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2011 | Foreman PJ, Inclusion in Action, Cengage Learning, Melbourne, 576 (2011) [A4] | ||||
2009 | Foreman PJ, Education of Students with an Intellectual Disability: Research and Practice, Information Age Publishing, Charlotte, NC, 237 (2009) [A2] | Nova | |||
2008 | Foreman PJ, Inclusion in Action, Thomson, South Melbourne, VIC, 513 (2008) [A3] | Nova | |||
2005 | Foreman PJ, Inclusion in Action, Thomson, Southbank, Victoria, Australia, 540 (2005) [A3] | ||||
2001 | Foreman PJ, Integration and inclusion in action, Harcourt, Sydney, 468 (2001) [A4] | ||||
Show 3 more books |
Chapter (8 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Ralston M, Dally KA, 'Understanding and supporting literacy competence', Inclusion in action, Cengage Learning Australia Pty. Ltd., Australia 358-400 (2022)
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2021 |
Leonard C, Conway R, 'Curriculum, learning, teaching and assessment adjustments', Inclusion in Action 6e, Cengage AU, Australia 135-195 (2021)
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2011 | Foreman PJ, 'Introducing inclusion in education', Inclusion in Action, Cengage Learning, Melbourne 2-41 (2011) [B2] | Nova | |||
2008 | Foreman PJ, 'Setting the scene: Teachers and inclusion', Inclusion in Action, Thomson, South Melbourne, VIC 2-36 (2008) [B2] | Nova | |||
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]
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2005 | Foreman PJ, 'Disability and Inclusion: Concepts and principles', Inclusion in Action, Thomson Learning, Southbank, Victoria, Australia 2-34 (2005) [B2] | ||||
2004 | Robinson GL, Foreman PJ, Dear KB, Sparkes DL, 'The family incidence of Visual-Perceptual subtype of Dyslexia', Focus on Dyslexia Research, Nova Publishers, New York 27-40 (2004) [B1] | ||||
2001 | Foreman PJ, 'Disability, integration and inclusion: Introductory concepts', Integration and inclusion in action - 2nd edition, Harcourt, Sydney 3-34 (2001) [B2] | ||||
Show 5 more chapters |
Journal article (57 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2018 |
Arthur-Kelly M, Foreman P, Maes B, Colyvas K, Lyons G, 'Observational Data on Socio-Communicative Phenomena in Classrooms Supporting Students with Profound Intellectual and Multiple Disability (PIMD): Advancing Theory Development on Learning and Engagement Through Data Analysis', Advances in Neurodevelopmental Disorders, 2 25-37 (2018) [C1] Theories of learning and engagement in persons with profound intellectual and multiple disability (PIMD) are essential as a basis for empirical investigations into the effectivene... [more] Theories of learning and engagement in persons with profound intellectual and multiple disability (PIMD) are essential as a basis for empirical investigations into the effectiveness or otherwise of educational and other interventions. In this paper, a selected descriptive analysis of observational data on the social and communicative experiences of a sample of eight school students aged between 5 and 13 with profound intellectual and multiple disability is reported. The observed frequency of various socio-communicative phenomena as well as potential relationships amongst social groupings and communication indicators in two types of school settings are outlined. These results inform a concluding discussion of theoretical perspectives on the nature of inputs to, and responses indicative of learning in this population of individuals with high and complex support needs.
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Nova | |||||||||
2016 |
Xu T, Dempsey I, Foreman P, 'Validating Kohler's Taxonomy of Transition Programming for adolescents with intellectual disability in the Chinese context', Research in Developmental Disabilities, 48 242-252 (2016) [C1] Background: School-to-work transition programmes play a crucial role in the achievement of post-secondary outcomes for young adults with intellectual disability (ID). Although spe... [more] Background: School-to-work transition programmes play a crucial role in the achievement of post-secondary outcomes for young adults with intellectual disability (ID). Although special education in China has progressed in the last two decades, systematically planned transition education and services are not usually available for Chinese school leavers. Aims: The present study aimed to validate Kohler's Taxonomy of Transition Programming (KTTP) in the Chinese context for adolescents with ID. Methods and procedures: Five Chinese transition experts reviewed KTTP items, 14 Chinese transition teachers and 14 parents of adolescents with ID who would transition from school in the next 12 months were interviewed, and 329 transition teachers were surveyed. Outcome and results: Most items in KTTP were found to be important and relevant to the Chinese context. Based on KTTP, a modified transition framework appropriate to the Chinese context was generated. Conclusions and implications: The Chinese transition framework may assist parents and professionals to better support adolescents with ID in China. Future validation checks of the framework will add confidence that the framework captures the essential components of effective transition practices appropriate in the Chinese context.
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Nova | |||||||||
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]
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Nova | |||||||||
2014 |
Xu T, Dempsey I, Foreman P, 'Views of Chinese parents and transition teachers on school-to-work transition services for adolescents with intellectual disability: A qualitative study', Journal of Intellectual and Developmental Disability, 39 342-352 (2014) [C1]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
2012 |
Lavigna GW, Willis TJ, Foreman PJ, 'Special series on positive behaviour support - Efficacy: Introduction', Journal of Intellectual & Developmental Disability, 37 183-184 (2012) [C3]
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2012 |
Lavigna GW, Willis TJ, Foreman PJ, 'Special series on positive behaviour support - Efficacy: Research agenda', Journal of Intellectual & Developmental Disability, 37 232-236 (2012) [C3]
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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]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
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]
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Nova | |||||||||
2006 | Foreman PJ, 'International handbook of applied research in intellectual disabilities (Book review)', Journal of Intellectual & Developmental Disability, 31 60-60 (2006) [C3] | ||||||||||
2006 | Foreman PJ, 'Associate Editor', Journal of Intellectual & Developmental Disability, 31 (2006) [C2] | ||||||||||
2006 | Foreman PJ, 'Editorial Committee', Special Education Perspectives, 15 (2006) [C2] | ||||||||||
2005 | Foreman PJ, 'Editor - Editorial Advisory Board', Journal of Intellectual Disability Research, 49 (2005) [C2] | ||||||||||
2005 | Foreman PJ, 'Editor - Editorial Consultant', Australasian Journal of Special Education, 29 (2005) [C2] | ||||||||||
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]
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Nova | |||||||||
2005 | Foreman PJ, 'Supports Intensity Scale (Book review)', Journal of Intellectual & Developmental Disability, 30 62-63 (2005) [C3] | ||||||||||
2005 | Foreman PJ, 'Editor - Editorial Advisory Board', Journal of Intellectual and Developmental Disability, 31 (2005) [C2] | ||||||||||
2005 |
Foreman PJ, 'Language and disability', Journal of Intellectual and Developmental Disability, 30 57-59 (2005) [C1]
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2004 |
Foreman PJ, Arthur M, 'Behaviour states and educational settings for students with the most severe intellectual and multiple disabilities (SIMD): Australian data', JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 48 357-357 (2004)
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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]
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Nova | |||||||||
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]
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Nova | |||||||||
2002 |
Dempsey IJ, Foreman PJ, Jenkinson J, 'Educational enrolment of students with a disability in New South Wales and Victoria', International Journal of Disability, Development and Education, 49(1) 31-46 (2002) [C1]
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Nova | |||||||||
2002 |
Foreman P, 'A final word from the editor', Journal of Intellectual and Developmental Disability, 27 349 (2002)
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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]
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2002 | Leigh GR, Johnston TA, Foreman PJ, 'The Implementation of the Principles of Sign Bilingualism in a Self-described Sign Bilingual Program: Implications for the Evaluation of Language Outcomes', Australian Journal of Education of the Deaf, 8,2002 38-46 (2002) [C1] | ||||||||||
2001 |
Foreman PJ, Dempsey IJ, Robinson GL, Manning EJ, 'Characteristics, Academic and Post-university outcomes of students with a disability at the University of Newcastle', Higher Education Research & Development, 20(3) 313-325 (2001) [C1]
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2001 |
Dempsey IJ, Foreman PJ, 'A review of educational approaches for individuals with autism', International Journal of Disability, Development and Education, 48 103-116 (2001) [C1]
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2001 |
Foreman PJ, Bourke SF, Mishra G, Frost R, 'Assessing the support needs of children with a disability in regular classes', International Journal of Disability, Development and Education, 48 (3) 239-252 (2001) [C1]
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Nova | |||||||||
2001 | Dempsey IJ, Foreman PJ, Sharma N, Khanna D, Arora P, 'Correlates of parental empowerment in families with a member with a disability in Australia and India', Developmental Disabilities Bulletin, 29 (2) 113-131 (2001) [C1] | ||||||||||
2000 |
Robinson GL, Foreman PJ, Dear KBG, 'The Familial incidence of symptoms of scotopic sensitivity/Irlen Syndrome: Comparison of referred and mass-screened groups', Perceptual and Motor Skills, 91 707-724 (2000) [C1]
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2000 |
Hazell P, Talay-Ongan A, Hutchins P, Foreman P, Keatinge DR, Dunne A, et al., 'Best practice in diagnosis and treatment for attention deficit hyperactivity disorder: Research and guidelines', Australian Journal of Early Childhood, 25, No 4 34-40 (2000) [C1]
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1999 |
Robinson GL, Foreman PJ, 'Scotopic sensitivity/Irlen Syndrome and the use of coloured filters: A long-term placebo controlled and masked study of reading achievement and perception of ability', Perceptual and Motor Skills, 89 83-113 (1999) [C1]
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1999 |
Robinson GL, Foreman PJ, 'Scotopic sensitivity/irlen syndrome and the use of coloured filters: A long-term placebo-controlled study of reading strategies using analysis of miscue', Perceptual and Motor Skills, 88 35-52 (1999) [C1]
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1999 | Robinson GL, Foreman PJ, 'The effects of Irlen coloured filters on eye movement: A long-term placebo controlled and masked study', Behavioural Optometry, 7 (4) 5-18 (1999) [C1] | ||||||||||
1998 |
Foreman PJ, Crews G, 'Using augmentative communication with infants and young children with down syndrome', Down Syndrome Research and Practice, 5 (1) 16-25 (1998) [C1]
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1998 | Foreman PJ, Dempsey IJ, 'Follow-up study of children attending a special education preschool', Journal of Australian Research in Early Childhood Education, 2 15-23 (1998) [C1] | ||||||||||
1998 |
Foreman PJ, 'Publishing about intellectual disability: An analysis of the contents of the Journal of Intellectual and Developmental Disability, and its predecessors', Journal of Intellectual & Developmental Disability, 23 (3) 187-197 (1998) [C1]
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1993 |
Foreman PJ, 'Editorial', Journal of Intellectual and Developmental Disability, 18 (1993)
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Nova | |||||||||
Show 54 more journal articles |
Conference (12 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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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]
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2002 | Foreman PJ, 'Challenges to the Delivery of Disability Services', Challenges to Service Viability in the Non-Government Sector Held on 29 & 30 April 2002, Novotel Hotel, Brighton Beach, Sydney (2002) [E2] | ||||||||||
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]
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2000 | Dempsey IJ, Foreman PJ, 'Educational placement of students with disabilities in Australia', Journal of Intellectual Disability Research 44, 285, Seattle, Washington, August 2000 (2000) [E3] | ||||||||||
Show 9 more conferences |
Thesis / Dissertation (2 outputs)
Year | Citation | Altmetrics | Link |
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2004 | Lyons GS, Life satisfaction for children with profound and multiple disabilities: Seeking eudaemonia., The University of Newcastle, Australia (2004) | ||
2000 | Lyons GS, Embracing eudaemonia: Quality of life for individuals with intellectual disabilities., The University of Newcastle, Australia (2000) |
Grants and Funding
Summary
Number of grants | 32 |
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Total funding | $2,199,777 |
Click on a grant title below to expand the full details for that specific grant.
20141 grants / $20,000
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 |
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Project Team | Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman, Doctor Gordon Lyons |
Scheme | Near Miss Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1301375 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20081 grants / $27,272
Evaluation of the Best Start Kindergarten Assessment Process$27,272
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
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Project Team | Dr Peter Whiteman, Emeritus Professor Phil Foreman, Doctor Kerry Dally |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0188967 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
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) |
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Project Team | Emeritus Professor Phil Foreman, Professor Michael Arthur-Kelly |
Scheme | Discovery Projects |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2009 |
GNo | G0186299 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20061 grants / $11,055
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 |
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Project Team | Emeritus Professor Phil Foreman, Professor Michael Arthur-Kelly |
Scheme | Near Miss Grant |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2006 |
GNo | G0186045 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20051 grants / $2,400
International Special Education Conference, 2005, 31 July - 4 August 2005$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
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Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0185360 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20042 grants / $17,400
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 |
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Project Team | Emeritus Professor Phil Foreman, Professor Michael Arthur-Kelly |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183367 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
12th World Congress International Association for the Scientific Study of Intellectual Disability, June 14-19, 2004$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
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Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0184025 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20031 grants / $1,662
International Conference on Inclusive Education, Hong Kong 2-5 July, 2003$1,662
Funding body: University of Newcastle
Funding body | University of Newcastle |
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Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183072 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20021 grants / $7,300
The Induction of Beginning Teachers$7,300
Funding body: University of Newcastle
Funding body | University of Newcastle |
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Project Team | Doctor Ann McCormack, Emeritus Professor Phil Foreman, Laureate Professor Jennifer Gore |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0181304 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20004 grants / $139,873
Investigation of Braille music.$117,473
Funding body: Allan and Harry Sinclair
Funding body | Allan and Harry Sinclair |
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Project Team | Emeritus Professor Phil Foreman |
Scheme | The Carrie Smith Scholarship |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2005 |
GNo | G0179576 |
Type Of Funding | Donation - Aust Non Government |
Category | 3AFD |
UON | Y |
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 |
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Project Team | Emeritus Professor Phil Foreman, Professor Michael Arthur-Kelly |
Scheme | Collaborative Research Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0180665 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
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: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Collaborative Research Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0180666 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
11th World Congress of the International Association for the Scientific Study of Intellectual Disability Seattle, Washington, USA, 1-6 August, 2000.$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0179839 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19993 grants / $374,060
An evaluation of an innovative bilingual (Aust.Sign Language&English) educationa program:Principles, resources, env. & outcomes. 1999 SPIRT PARTNER.$157,326
Funding body: Royal Institute for Deaf and Blind Children
Funding body | Royal Institute for Deaf and Blind Children |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | SPIRT Partner Funding |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 2001 |
GNo | G0179130 |
Type Of Funding | Donation - Aust Non Government |
Category | 3AFD |
UON | Y |
An evaluation of an innovative bilingual (Australian Sign Language & English) educational program: Principles, resources, environment and outcomes$125,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Strategic Partnerships with Industry - Research & Training Scheme (SPIRT) |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 2001 |
GNo | G0177892 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Early Education Outreach Program.$91,734
Funding body: NSW Department of Community Services
Funding body | NSW Department of Community Services |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Research Grant |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 2000 |
GNo | G0179085 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
19983 grants / $33,919
Evaluation of Giant Steps, Sydney Program$20,000
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Conjoint Associate Professor Ian Dempsey, Emeritus Professor Phil Foreman |
Scheme | School Education - Research in Schools |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0177602 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
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 | Professor Michael Arthur-Kelly, Emeritus Professor Phil Foreman |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0177241 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Foreman - Dr Neefja Sharma - 18/5-24/07/98$3,919
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman, Dr N Sharma |
Scheme | Visitor Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0177543 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19971 grants / $2,260
6th World Congress on Down Syndrome, Madrid, Spain, 23-26 October 1997$2,260
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1997 |
Funding Finish | 1997 |
GNo | G0179461 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19963 grants / $11,020
Video assessment of teaching practicum$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman, Associate Professor Gregory Robinson, Conjoint Associate Professor Ian Dempsey, Associate Professor Bob Conway |
Scheme | Teaching Committee Teaching Grants |
Role | Lead |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0176000 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Family patterns in scotopic sensitivity (perceptual problems) in children.$4,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Gregory Robinson, Emeritus Professor Phil Foreman |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0175700 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
10th World Congress on Intellectual Disability - Finland - 8-13/7/96$2,020
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0176337 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19953 grants / $19,977
Factors affecting the University success and post-graduation employment status of students with a disability at the University of Newcastle.$18,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman, Conjoint Associate Professor Ian Dempsey |
Scheme | Equity Project Grant (Defunct) |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175940 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Ben Rose Asperger Syndrome Research$1,690
Funding body: Cherry & Peter Hudson
Funding body | Cherry & Peter Hudson |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Ben Rose Research Fund |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0176041 |
Type Of Funding | Donation - Aust Non Government |
Category | 3AFD |
UON | Y |
Pacific Rim Forum on Developmental Disabilities - Townsville$287
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175529 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19942 grants / $256,000
94 MECH C. Australian Sign Language Research Facility-The consolidation of library holdings and the development of infrastructure for linguistic analysis.$246,000
Funding body: Department of Education, Training & Youth Affairs
Funding body | Department of Education, Training & Youth Affairs |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Mechanism C Infrastructure |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0174460 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Behavioural profiles of students receiving behaviour program services in the Hunter Region.$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Bob Conway, Emeritus Professor Phil Foreman |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0174736 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19931 grants / $10,000
Construction of Playground for children with Disabilities and the Special Education Centre.$10,000
Funding body: BHP Community Trust
Funding body | BHP Community Trust |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Research Grant |
Role | Lead |
Funding Start | 1993 |
Funding Finish | 1993 |
GNo | G0173130 |
Type Of Funding | Donation - Aust Non Government |
Category | 3AFD |
UON | Y |
19921 grants / $139,500
Newcastle Community Access Service$139,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1992 |
Funding Finish | 1992 |
GNo | G0174036 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19912 grants / $973,479
Special Education Preschool Programme.$744,438
Funding body: NSW Department of Ageing, Disability and Home Care
Funding body | NSW Department of Ageing, Disability and Home Care |
---|---|
Project Team | Emeritus Professor Phil Foreman, Associate Professor Bob Conway |
Scheme | Research Grant |
Role | Lead |
Funding Start | 1991 |
Funding Finish | 2000 |
GNo | G0174289 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Special Education Pre-school Outreach Programme$229,041
Funding body: NSW Department of Community Services
Funding body | NSW Department of Community Services |
---|---|
Project Team | Emeritus Professor Phil Foreman |
Scheme | Research Grant |
Role | Lead |
Funding Start | 1991 |
Funding Finish | 1996 |
GNo | G0174288 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Research Supervision
Number of supervisions
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2015 | PhD | Analysis of Best Practice in School-to-Work Transition for Adolescents with Intellectual Disability in China: Implications for Practice and Policy | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | Parent and Teacher Partnerships; the Role of Common Understandings in Successful Transition to School of Children with Disabilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2012 | PhD | Complex Contextual Influences on the Communicative Interactions of Students with Multiple and Severe Disabilities: A Qualitative Study | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2010 | PhD | A Collaborative In-Class Mentoring Approach to Improving Communication Skills and Alertness in Students With Multiple and Severe Disabilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2006 | PhD | A Collective Case Study: How Regular Teachers Provide Inclusive Education for Severely and Profoundly Deaf Students in Regular Schools in Rural New South Wales | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2004 | PhD | Life satisfaction for children with profound multiple disabilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2000 | PhD | Environmental Factors in Child Behaviours in an Early Childhood Setting | Education Not Elswr Classified, University of Newcastle | Co-Supervisor |
2000 | PhD | Environmental Factors in Child Behaviours in an Early Childhood Setting | Education Not Elswr Classified, University of Newcastle | Principal Supervisor |
2000 | PhD | An historical perspective on the academic education of deaf children in NSW 1860s-1990s | Education Not Elswr Classified, University of Newcastle | Co-Supervisor |
2000 | PhD | Historical Perspective on the Academic Education of Deaf Children in NSW 1860s-1990s | Education Not Elswr Classified, University of Newcastle | Principal Supervisor |
1996 | PhD | Perceived parental empowerment and enabling staff practices in community disablity services | Education Not Elswr Classified, University of Newcastle | Principal Supervisor |
Emeritus Professor Phil Foreman
Position
Emeritus Professor
College of Human and Social Futures
Contact Details
phil.foreman@newcastle.edu.au | |
Mobile | 0409 446148 |
Fax | (02) 4921 6987 |
Office
Room | HA117 |
---|---|
Building | Hunter Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |