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Emeritus Professor Phil Foreman

Emeritus Professor

Faculty of Education and Arts

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 Expertise
Extensive 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

Fields of Research

Code Description Percentage
130199 Education Systems not elsewhere classified 20
111799 Public Health and Health Services not elsewhere classified 10
130399 Specialist Studies in Education not elsewhere classified 70

Professional Experience

Academic appointment

Dates Title Organisation / Department
Reviewer - International Journal of Development, Disability and Education International Journal of Development, Disability and Education
Australia
Associate Editor - Journal of Intellectual and Developmental Disability Journal of Intellectual and Developmental Disability
Australia
Fellow - Australian Psychological Society Australian Psychological Society
Australia
1/01/2007 -  Chair NSW Initial Teacher Education Committee
Australia
1/01/2006 -  Research Advisory Board Member National Institute for People with Disabilities Research Institute, New York
United States
1/01/1998 - 1/12/2001 Dean of Students University of Newcastle
Australia
1/07/1986 - 1/12/2000 Director Special Education Centre The University of New South Wales
Education & Arts
Australia

Membership

Dates Title Organisation / Department
Member - Special Education Perspectives Special Education Perspectives Journal
Australia
Member - Journal of Intellectual Disability Research Journal of Intellectual Disability Research
Australia
Member - Australian Society for the Study of Intellectual Disability Australian Society for the Study of Intellectual Disability
Australia
Life Member - Australian College of Educators Australian College of Educators
Australia
Member - Australian Association of Special Education Australian Association of Special Education
Australia
Life Member - Royal Institute for Deaf and Blind Children Royal Institute for Deaf and Blind Children

Awards

Recognition

Year Award
2003 Distinguished Service Citation
Australian Society for the Study of Intellectual Disability

Invitations

Participant

Year Title / Rationale
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.
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (6 outputs)

Year Citation Altmetrics Link
2014 Foreman P, Arthur-Kelly MD, Inclusion in action, Cengage, South Melbourne, 572 (2014) [A4]
Co-authors Michael Arthur-Kelly
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]
2008 Foreman PJ, Inclusion in Action, Thomson, South Melbourne, VIC, 513 (2008) [A3]
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 (6 outputs)

Year Citation Altmetrics Link
2011 Foreman PJ, 'Introducing inclusion in education', Inclusion in Action, Cengage Learning, Melbourne 2-41 (2011) [B2]
2008 Foreman PJ, 'Setting the scene: Teachers and inclusion', Inclusion in Action, Thomson, South Melbourne, VIC 2-36 (2008) [B2]
2006 Sigafoos J, Arthur-Kelly MD, Butterfield N, Foreman PJ, 'The Assessment Process', Enhancing Everyday Communication, Paul H. Brookes Publishing Co., Baltimore, Maryland, USA 23-48 (2006) [B2]
Co-authors Michael Arthur-Kelly
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]
Co-authors Diane Sparkes
2001 Foreman PJ, 'Disability, integration and inclusion: Introductory concepts', Integration and inclusion in action - 2nd edition, Harcourt, Sydney 3-34 (2001) [B2]
Show 3 more chapters

Journal article (48 outputs)

Year Citation Altmetrics Link
2014 Foreman P, Arthur-Kelly M, Bennett D, Neilands J, Colyvas K, 'Observed changes in the alertness and communicative involvement of students with multiple and severe disability following in-class mentor modelling for staff in segregated and general education classrooms', JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 58 704-720 (2014) [C1]
DOI 10.1111/jir.12066
Citations Scopus - 4Web of Science - 3
Co-authors Kim Colyvas, Michael Arthur-Kelly
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]
DOI 10.3109/13668250.2014.947920
Citations Scopus - 2Web of Science - 2
2014 Bennett D, Arthur-Kelly M, Foreman P, Neilands J, 'Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: four case studies from classrooms in special schools.', Dev Neurorehabil, 17 90-98 (2014) [C1]
DOI 10.3109/17518423.2013.861528
Co-authors Michael Arthur-Kelly
2014 Arthur-Kelly MD, Foreman P, Bennett D, Neilands J, 'Case Reflections on Communication Support for Students with Multiple and Severe Disability in Australian General Classrooms', Journal of International Special Needs Education, 17 70-78 (2014) [C1]
DOI 10.9782/2159-4341-17.2.70
Co-authors Michael Arthur-Kelly
2013 Arthur-Kelly M, Sutherland D, Lyons G, Macfarlane S, Foreman P, 'Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia', European Journal of Special Needs Education, 28 217-233 (2013) [C1]
DOI 10.1080/08856257.2013.778113
Citations Scopus - 3Web of Science - 2
Co-authors Gordon Lyons, Michael Arthur-Kelly
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]
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]
2012 De Bortoli T, Balandin S, Foreman PJ, Arthur-Kelly MD, Mathisen B, 'Mainstream teachers' experiences of communicating with students with multiple and severe disabilities', Education and Training in Autism and Developmental Disabilities, 47 236-252 (2012) [C1]
Citations Scopus - 4Web of Science - 4
Co-authors Michael Arthur-Kelly
2011 De Bortoli T, Arthur-Kelly MD, Foreman PJ, Balandin S, Mathisen BA, 'Complex contextual influences on the communicative interactions of students with multiple and severe disabilities', nternational Journal of Speech-Language Pathology, 13 422-435 (2011) [C1]
DOI 10.3109/17549507.2011.550691
Citations Scopus - 6Web of Science - 5
Co-authors Michael Arthur-Kelly
2010 De Bortoli T, Arthur-Kelly MD, Mathisen BA, Foreman PJ, Balandin S, 'Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school', Disability and Rehabilitation, 32 1059-1072 (2010) [C1]
DOI 10.3109/09638280903410730
Citations Scopus - 6Web of Science - 3
Co-authors Michael Arthur-Kelly
2008 Foreman PJ, Arthur-Kelly MD, 'Social justice principles, the law and research, as bases for inclusion', Australasian Journal of Special Education, 32 109-124 (2008) [C1]
DOI 10.1080/10300110701839964
Co-authors Michael Arthur-Kelly
2008 Arthur-Kelly MD, Foreman PJ, Bennett DL, Pascoe SM, 'Interaction, inclusion and students with profound and multiple disabilities: Towards an agenda for research and practice', Journal of Research in Special Educational Needs, 8 161-166 (2008) [C1]
DOI 10.1111/j.1471-3802.2008.00114.x
Citations Scopus - 10
Co-authors Michael Arthur-Kelly
2007 Foreman PJ, Arthur-Kelly MD, Pascoe SM, 'The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools', Journal of Intellectual and Developmental Disability, 32 233-247 (2007) [C1]
DOI 10.1080/13668250701654417
Citations Scopus - 9Web of Science - 8
Co-authors Michael Arthur-Kelly
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]
DOI 10.1080/13638490400022428
Citations Scopus - 10
Co-authors Michael Arthur-Kelly
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]
DOI 10.1080/13668250500033003
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)
Citations Web of Science - 1
2004 Foreman PJ, Arthur-Kelly MD, Pascoe S, Smyth King B, 'Evaluating the Educational Experiences of Students With Profound and Multiple Disabilities in Inclusive and Segregated Classroom Settings: An Australian Perspective', Research & Practice for Persons with Severe Disabilities, 29 183-193 (2004) [C1]
DOI 10.2511/rpsd.29.3.183
Citations Scopus - 49Web of Science - 41
Co-authors Michael Arthur-Kelly
2002 Foreman PJ, Arthur-Kelly MD, 'Parental perspectives on educational programmes for students with high support needs', European Journal of Special Needs Education, 17 (2) 175-184 (2002) [C1]
Co-authors Michael Arthur-Kelly
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]
DOI 10.1080/10349120120115316
2002 Arthur-Kelly MD, Foreman PJ, 'Educational programming for students with high support needs: Report data from teachers, paraprofessionals and other professionals working in Australian schools', Developmental Disabilities Bulletin, 30 115-139 (2002) [C1]
Co-authors Michael Arthur-Kelly
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]
Co-authors Greg Leigh
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]
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]
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]
DOI 10.1080/10349120120073395
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]
Citations Scopus - 2Web of Science - 1
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]
Co-authors Ketrina Sly
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]
Citations Scopus - 23Web of Science - 19
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]
Citations Scopus - 27Web of Science - 24
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]
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]
Citations Scopus - 1Web of Science - 2
1996 Robinson GL, Foreman PJ, Dear KBG, 'The familial incidence of symptoms of scotopic sensitivity Irlen Syndrome', PERCEPTUAL AND MOTOR SKILLS, 83 1043-1055 (1996)
Citations Web of Science - 6
1996 Robinson GL, Foreman PJ, Dear KBG, 'The familial incidence of symptoms of scotopic sensitivity/Irlen syndrome', Perceptual and Motor Skills, 85 1043-1055 (1996)

The familial incidence of Scotopic Sensitivity/Irlen Syndrome was investigated using parents of 751 children identified with symptoms. Children were identified by methods independ... [more]

The familial incidence of Scotopic Sensitivity/Irlen Syndrome was investigated using parents of 751 children identified with symptoms. Children were identified by methods independent of their parents' symptoms or lack of symptoms. For these children, there was an 84% chance of either one or both parents showing similar symptoms, with similar numbers of mothers identified with symptoms as fathers. The data suggest that Scotopic Sensitivity/Irlen Syndrome may be a genetically based deficit in visual processing, but the simplest genetic models do not appear to fit.

Citations Scopus - 7
1993 FOREMAN PJ, MANNING E, 'PEDIATRIC MANAGEMENT-PRACTICES IN DOWN-SYNDROME - A FOLLOW-UP SURVEY', JOURNAL OF PAEDIATRICS AND CHILD HEALTH, 29 27-31 (1993)
DOI 10.1111/j.1440-1754.1993.tb00435.x
Citations Scopus - 4Web of Science - 2
1991 Foreman PJ, 'Parental Perceptions of Services to Children with Intellectual Disability', Australia and New Zealand Journal of Developmental Disabilities, 17 249-258 (1991)

This study reports the views of 123 parents of children with intellectual disability concerning the way they were told about their child's disability, the services recommended at ... [more]

This study reports the views of 123 parents of children with intellectual disability concerning the way they were told about their child's disability, the services recommended at that time and subsequently, the usefulness of services and the empathy of the providers. Results suggest a lag between the time at which some parents suspect that their child has a disability, and the time this suspicion is confirmed. Most parents indicated that they received factual information when first told of their child's disability. There were no significant differences between parental perceptions of the information given at disclosure of disability between the 1970s and the 1980s. The services most frequently recommended initially to parents were medical specialists, followed by early intervention and therapy services. Services which became significantly more likely to be recommended over the last two decades were physiotherapy and early intervention. The most useful services were ranked as the special school, pediatrician, early intervention program, regular preschool and other parents. The majority of children with moderate to severe disability were being educated in a special school or a special unit/class in a regular school. Approximately 25 per cent of parents commented on deficiencies in the co-ordination of services and in parental access to services. © 1991 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.

DOI 10.1080/07263869100034471
1987 FOREMAN PJ, WARD J, 'AN EVALUATION OF CELL THERAPY IN DOWN-SYNDROME', AUSTRALIAN PAEDIATRIC JOURNAL, 23 151-156 (1987)
Citations Scopus - 1Web of Science - 3
1986 FOREMAN PJ, WARD J, 'A SURVEY OF PEDIATRIC MANAGEMENT-PRACTICES IN DOWNS-SYNDROME', AUSTRALIAN PAEDIATRIC JOURNAL, 22 171-176 (1986)
Citations Scopus - 4Web of Science - 4
1986 Foreman PJ, Ward J, 'Treatment approaches in down's syndrome: A review', Australia and New Zealand Journal of Developmental Disabilities, 12 111-121 (1986)

This paper reviews research into treatment approaches in Down's syndrome. A major focus for study has been the search for a pharmacological treatment, a potentially important sear... [more]

This paper reviews research into treatment approaches in Down's syndrome. A major focus for study has been the search for a pharmacological treatment, a potentially important search which to date has had limited success. Drug treatments which have been used extensively include thyroid therapy, 5-hydroxytryptophan, vitamin therapy and cell therapy, all of which are reviewed in this paper. Other forms of treatment reviewed are movement patterning, early intervention and facial surgery. © 1986, Taylor & Francis Group, LLC. All rights reserved.

DOI 10.3109/13668258609084075
Citations Scopus - 3
1973 Miles J, Foreman PJ, Anderson J, 'The Long and Short Term Predictive Efficiency of Two Tests of Reading Potential', The Slow Learning Child, 20 131-141 (1973)

A comparision was made of the predictive efficiency of each of two tests in the diagnosis of reading failure over a period of from one to four years. A direct test of reading pote... [more]

A comparision was made of the predictive efficiency of each of two tests in the diagnosis of reading failure over a period of from one to four years. A direct test of reading potential in the form of a word recognition test was shown generally to be more efficient than an indirect test based on neurophysiological indicants. The finding that self concept measures were not consistently related to reading performance was interpreted in terms of the biassing effect of a particular response style. © 1973, Taylor & Francis Group, LLC. All rights reserved.

DOI 10.1080/0156655730200302
Show 45 more journal articles

Conference (12 outputs)

Year Citation Altmetrics Link
2013 Arthur-Kelly M, Farrell G, Neilands J, Foreman P, Lyons G, De Bortoli T, Bennett D, 'Sustaining implementation: Design and delivery elements in two recent special education professional development initiatives for staff working with students who have complex needs', JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES (2013) [E3]
Co-authors Michael Arthur-Kelly, Gordon Lyons
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 (2012) [E3]
Co-authors Michael Arthur-Kelly
2012 Neilands J, Arthur-Kelly MD, Dempsey IJ, Foreman PJ, 'Partnerships between parents and teachers during early transitions of children with disabilities', Journal of Intellectual Disability Research (2012) [E3]
Co-authors Michael Arthur-Kelly
2010 Bennett DL, Arthur-Kelly MD, Foreman PJ, Neilands J, 'The impact of an in-class collaborative professional development model on communication partners', Journal of Applied Research in Intellectual Disabilities (2010) [E3]
Co-authors Michael Arthur-Kelly
2009 De Bortoli T, Arthur-Kelly MD, Mathisen BA, Foreman PJ, ''You can't do it on your own': Teachers' experiences of the role of partnerships in enhancing communication access for students with multiple and severe disabilities', PPPP '09: Power and Passion: Progress Through Partnerships: 44th ASSID Conference Presentations (2009) [E3]
Co-authors Michael Arthur-Kelly
2008 Arthur-Kelly MD, Foreman PJ, Pascoe SM, Bennett D, 'Communication, context and connection: Issues in the education of students with multiple disability', Journal of Intellectual Disability Research (2008) [E3]
DOI 10.1111/j.1365-2788.2008.01093.x
Co-authors Michael Arthur-Kelly
2008 Foreman PJ, Arthur-Kelly MD, Bennett D, Pascoe S, 'Improving communication of students with PMID through training of communication partners', Journal of Intellectual Disability Research (2008) [E3]
DOI 10.1111/j.1365-2788.2008.01093.x
Citations Web of Science - 1
Co-authors Michael Arthur-Kelly
2005 Foreman PJ, Arthur-Kelly MD, 'Alertness levels and communication involvement in students with most severe and multiple disabilities in Australian classrooms: Effects of short teacher training programs', Inclusive and Supportive Education Congress (2005) [E2]
Co-authors Michael Arthur-Kelly
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 (2004) [E3]
Co-authors Michael Arthur-Kelly
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 (2002) [E2]
2000 Foreman PJ, Arthur-Kelly MD, 'Educational programs for students with high support needs', Journal of Intellectual Disability Research 44, 264 (2000) [E3]
Co-authors Michael Arthur-Kelly
2000 Dempsey IJ, Foreman PJ, 'Educational placement of students with disabilities in Australia', Journal of Intellectual Disability Research 44, 285 (2000) [E3]
Show 9 more conferences

Thesis / Dissertation (2 outputs)

Year Citation Altmetrics Link
2004 Lyons GS, Life satisfaction for children with profound and multiple disabilities: Seeking eudaemonia., The University of Newcastle, Australia (2004)
Co-authors Gordon Lyons
2000 Lyons GS, Embracing eudaemonia: Quality of life for individuals with intellectual disabilities., The University of Newcastle, Australia (2000)
Co-authors Gordon Lyons
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Research Supervision

Number of supervisions

Completed11
Current0

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), Faculty of Education and Arts, 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), Faculty of Education and Arts, 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), Faculty of Education and Arts, 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), Faculty of Education and Arts, 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), Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
2004 PhD Life satisfaction for children with profound multiple disabilities
PhD (Education), Faculty of Education and Arts, 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
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Emeritus Professor Phil Foreman

Position

Emeritus Professor
Faculty of Education and Arts

Contact Details

Email phil.foreman@newcastle.edu.au
Phone (02) 4921 6864
Mobile 0409 446148
Fax (02) 4921 6987

Office

Room HA117
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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