
Conjoint Professor Gregory Leigh
Conjoint Professor
School of Education
- Email:greg.leigh@newcastle.edu.au
- Phone:(02) 9872 0372
Career Summary
Biography
Since leaving Deakin University in 1993 as a junior academic I have been actively engaged in the development of new services and centres for professional education and research in the fields of education of children with sensory disabilities. From 1993 until 1999, I was Head of Renwick College, a centre for professional Education and research which was administered by the Royal Institute for Deaf and Blind Children (RIDBC) in affiliation with the University of Newcastle. During that period, the Centre grew from its origins to accommodate graduate level educational programs (of the University of Newcastle) for more than 80 students (now more than 120 students, approximately 50 EFTSU). That period of growth and development in academic programs was accompanied by a heavy commitment to teaching in postgraduate coursework Throughout that period, however, I managed a modest commitment to research activity and a heavy commitment to professional consultancy and scholarship through engagement with the professional field, including four years on the organising committee (ultimately as Chair) for the International Congress on Education of the Deaf and the Asia Pacific Congress on Deafness which was held in Sydney in 2000. During that same period I was a joint principal investigator on two ARC linkage (in one case SPIRT) grants including one very successful program evaluating and seeking developmental guidelines for bilingual educational programs for deaf children. The outcomes of that work are still being experienced as new programs have been significantly influenced by those findings. For the six years form 1999 until 2005, I was Assistant Chief Executive of the Royal Institute for deaf and Blind Children. During that period of intensive engagement in high level administration I have managed to maintain a continuing engagement in research having been a joint chief investigator on another ARC linkage grant and as a partner investigator on a current Linkage Grant application seeking to develop a program to examine and describe infant language development of deaf Mandarin speakers, in collaboration with researchers form Beijing. And the MARCS Auditory Research Centre. During this same period of time I have been on the editorial Board of the most influential an respected scientific journal in the field of education of deaf children (The Oxford Journal of Deaf Studies and Deaf Education), having acted as joint guest editor for one special series inclusion. I am also on the Editorial Board of the British journal Deafness and Education International. So, during a period of having been being the most senior administrator of Australias largest independent educational service system for deaf children, with more than 220 staff, I have maintained a modest but constant publication stream in the research literature ad a constant presence in the development of the broader field in regard to academic and research discourse. The relative size of the corpus of both my grant activity and publication output should be judged relative to the industry-based administrative engagement that I have had as well as the significant ongoing commitment to teaching and administration and consultancy in the broader field. During the last 6 years I have supervised three PHD students to completion and have two current PhD/MPhil students and a third in prospect. In the context of such active involvement in industry-based activity, I submit that the research output has been extensive and forms the basis for important outcomes in the context of a small but extremely important area of academic and research endeavour. Indeed, the formation of Renwick College (now the Renwick Centre) over the period of my involvement has created a centre which has reversed a trend of diminishing provision of research and professional training in the small but highly specialised field of education for children with sensory disabilities.
Research Expertise
My research has focused on issues in classroom interaction and communication between teachers and their deaf studentsparticularly with regard to the form and function of their signed language communication. Career research funding stands at $373,000; including $354,000 in national competitive research grants and $19,000 in university-administered competitive research grants. I am currently listed as a co-investigator on an application by researchers at the National Acoustic Laboratories (NAL) in regard to a national study of outcomes for children with impaired hearing that has reached the final 5% of applications being considered for funding in 2007. In 1991, I was a visiting research associate in the Centre for Deafness Studies and Research at Griffith University, Queensland. In 2003, I was invited to be Visiting International Scholar at the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology, Rochester, New York, USA. I am a member, of the Editorial Boards of the Journal of Deaf Studies and Deaf Education, Oxford University Press, and Deafness and Education International, Wiley Publishing.
Teaching Expertise
I have coordinated 23 different courses in five different Australian Universities or Colleges as either a full-time or part-time member of academic staff. These courses have all focused on aspects of the education of deaf and hard of hearing children with a particular emphasis in the areas of language and literacy development. The vast majority of teaching experience has been at a postgraduate level. As the foundation Head of the innovative Renwick College Program (a joint initiative of the Royal Institute for Deaf and Blind children and the University of Newcastle), I was responsible for the development of the curriculum for all courses in the Master of Special Education (Sensory disability) program at the University of Newcastle. The RIDBC/university collaboration with the University of Newcastle Renwick College Program was recognised with the award of the Business Higher Education Roundtable Award for Outstanding Achievement in Collaboration in Education & Training. My personal teaching evaluations within that program have always been of the highest order. The institutions where I have coordinated or lectured within courses include (The University if Newcastle, Deakin University, The University of Melbourne, Victoria College and Brisbane C.A.E., and Rochester Institute of Technology, USA). Across 20 years as a university academic I have held the position of Course (Program) director for the Master of Special Education (Sensory Disability) program at the University of Newcastle and for the Graduate Diploma in Special Education (Hearing Impairment) at both Deakin University and Victoria College (Burwood). During this same period I have successfully supervised 7 higher degree students and currently have two RHD students.
Administrative Expertise
As a member of the senior executive of the Royal Institute for Deaf and Blind Children (RIDBC) I have held the position of Assistant Chief Executive, and Chair of the Renwick Centre (the senior most executive responsible for research and professional education within the organisation). During my 14 years at RIDBC I have overseen the development of research and professional Education programs in affiliation with the University of Newcastle. During this same period I have assumed national and international roles in the administration of committees and professional bodies as follows: Chair, National Newborn Hearing Screening Committee; Chair, International Steering Committee, Asia Pacific Congress on Deafness; Chair, International Committee, International Congress on Education of the Deaf; Appointed Member, Ministerial Standing Committee on Hearing, New South Wales Department of Health, Government of New South Wales; Member, Advisory Board, MARCS Auditory Research Centre, University of Western Sydney; Congress Chairman, 19th International Congress on Education of the Deaf and 7th Asia Pacific Congress on Deafness, Sydney, 2000; Chair, Academic Board, Renwick College, Royal Institute for Deaf and Blind Children / University of Newcastle, New South Wales; National President of Education Commission, XIII World Congress, World Federation of the Deaf (an international non-government organisation in affiliation with ECOSOC, UNESCO, ILO and WHO).
Qualifications
- PhD, Monash University
- Bachelor of Education, Griffith University
- Master of Science, Washington University - St Louis
Keywords
- Curriculum Development
- Deafness
- Hearing Impairment
- Language Development
- Literacy
- Sensory Disability
- Signed Communication
- Special Education
Languages
- Auslan (Fluent)
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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1/1/2002 - | Member, Advisory Board | MARCS Auditory Research Centre, University of Western Sydney Australia |
1/9/1993 - 1/7/1999 | Head, Renwick College | Renwick College, Royal Institute for Deaf and Blind Children Education and Arts Australia |
1/1/2006 - 1/12/2013 | Director | RIDBC Renwick Centre, Royal Institute for Deaf and Blind Children School of Education Australia |
1/9/2005 - | Conjoint Professor | University of Newcastle School of Education Australia |
1/7/2000 - 2/7/2000 | Congress Chairman | 19th International Congress on Education of the Deaf and 7th Asia Pacific Congress on Deafness Australia |
1/1/2004 - | Appointed Member | Ministerial Standing Committee on Hearing, Departmet of Health, Government of New South Wales Australia |
1/1/1998 - 1/7/1999 | National President of Education Commission | XIII World Congress, World Federation of the Deaf Australia |
1/7/1999 - 1/7/2005 | Conjoint Associate Professor | University of Newcastle Education and Arts Australia |
1/1/2014 - | Deputy Director | University of Newcastle Centre for Special Education and Disability Studies Australia |
1/1/1987 - 1/8/1993 | Lecturer (Special Education) | Deakin University Faculty of Special Education and Disability Studies Australia |
Membership
Dates | Title | Organisation / Department |
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Member - Journal of Deaf Studies and Deaf Education | Journal of Deaf Studies and Deaf Education Australia |
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Member - Deafness and Education International Journal | Deafness and Education International Journal Australia |
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Member - Scientific Committee | Asia-Pacific Symposium on Cochlear Implants and Related Sciences Australia |
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Chairman - International Steering Committee | Asia Pacific Congress on Deafness Australia |
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Chairman - International Committee | International Congress on Education of the Deaf Australia |
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Chairman - National Newborn Hearing Screening Committee | National Newborn Hearing Screening Committee Australia |
Professional appointment
Dates | Title | Organisation / Department |
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1/7/1985 - 1/12/1986 | State-wide Consultant | Department of Education, Queensland Special Education Resource Centre for Hearing Impaired Australia |
1/7/1999 - 1/12/2005 | Assistant Chief Executive (Educational Services) | Royal Institute for Deaf and Blind Children Educational Services |
Teaching appointment
Dates | Title | Organisation / Department |
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1/1/1979 - 1/8/1984 | Teacher | Department of Education, Queensland Queensland School for the Deaf Australia |
Awards
Distinction
Year | Award |
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2011 |
Peter Howson Medal Deafness Foundation |
2001 |
Fellowship Australian College of Educators |
Honours
Year | Award |
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2014 |
Offier of the Order of Australia (AO) Council for the Order of Australia |
Recognition
Year | Award |
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2011 |
Griffith University Arts, Education and Law Alumnus of the Year Griffith University |
Invitations
Keynote Speaker
Year | Title / Rationale |
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2015 | 22nd International Congress on Education of the Deaf |
2006 |
Education of deaf children in a new era: Early identification, cochlear implantation, and communication diversity Organisation: 9th Asia-Pacific Congress on Deafness |
Participant
Year | Title / Rationale |
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2007 |
Changing parameters in deafness and deaf education: Greater opportunity yet greater diversity Organisation: Centre for Educational Research Partnerships, National Technical Institute for the Deaf, USA Description: International Symposium under the auspices of the National Science Foundation, USA |
2006 |
Invited presentaion: Language and Deaf Education--Into the 21st Century Organisation: Scottish Sensory Centre |
2004 |
Invited Presentation: Newborn Screening for Hearing; Issues for Family Relationships and Support Organisation: 3rd National Deafness Sector Summit, Deafness Forum |
2003 |
Invited presentation: Deaf Education: Global perspectives Organisation: Liberty Hill Seminar Series, Rochester Institute of Technology, Rochester, New York, United States of America |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
Chapter (10 outputs)
Year | Citation | Altmetrics | Link | ||
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2016 |
Marschark M, Leigh GR, 'Recognizing Diversity in Deaf Education: Now What Do We Do With It?!', Diversity in Deaf Education, Oxford University Press, New York 507-536 (2016) [B1]
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2016 |
Leigh GR, Marschark M, Marschark M, Lampropoulou V, 'Recognizing Diversity in Deaf Education: From Paris to Athens With a Diversion to Milan', Diversity in Deaf Education, Oxford University Press, New York 1-20 (2016) [B1]
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2015 |
Leigh GR, Crowe K, 'Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners', Educating Deaf Learners: Creating a Global Evidence Base, Oxford University Press, New York 69-92 (2015)
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2011 |
Power D, Leigh GR, 'Curriculum: Cultural and communicative contexts', The Oxford Handbook of Deaf Studies, Language, and Education: Volume 1, Oxford University Press, Oxford 38-49 (2011) [B2]
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2010 |
Leigh GR, Newall JP, Newall AT, 'Newborn screening and earlier intervention with deaf children: Issues for the developing world', The Oxford Handbook of Deaf Studies, Language, and Education, Oxford University Press, Oxford 345-359 (2010) [B1]
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2010 | Leigh GR, Schmulian-Taljaard D, Pulakis Z, 'Newborn hearing screening', Newborn Screening Systems: The Complete Perspective, Plural Publishing, San Diego, California 95-115 (2010) [B1] | ||||
2008 |
Leigh GR, 'Changing parameters in deafness and deaf education: Greater opportunity but continuing diversity', Deaf Cognition: Foundations and Outcomes, Oxford University Press, Oxford 24-51 (2008) [B1]
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2003 | Power D, Leigh GR, 'Curriculum: Cultural and Communicative Contexts', Deaf Studies, Language, and Education, Oxford University Press, Oxford, New York 38-51 (2003) [B2] | ||||
2001 | Leigh GR, 'Curriculum Considerations', Ethics in Deaf Education, Academic Press, USA 143-166 (2001) [B2] | ||||
1998 |
Hyde M, Power D, Leigh GR, 'Oral-only and simultaneous communication speech characteristics of teachers of the deaf', Issues unresolved: New perspectives on language and deaf education, Gallaudet University Press, Washington, DC 117-125 (1998) [B1]
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Show 7 more chapters |
Journal article (44 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2021 |
McCarthy M, Leigh G, Arthur-Kelly M, 'Practitioners' Self-Assessment of Family-Centered Practice in Telepractice Versus In-Person Early Intervention.', J Deaf Stud Deaf Educ, 26 46-57 (2021)
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2020 |
Ching TYC, Leigh G, 'Considering the impact of universal newborn hearing screening and early intervention on language outcomes for children with congenital hearing loss', Hearing, Balance and Communication, 18 215-224 (2020) © 2020 International Association of Physicians in Audiology. Objective: In this paper, we draw on evidence to address the impact of earlier identification of congenital hearing lo... [more] © 2020 International Association of Physicians in Audiology. Objective: In this paper, we draw on evidence to address the impact of earlier identification of congenital hearing loss through universal newborn hearing screening (UNHS) and the associated earlier access to interventions including cochlear implant (CI) technology on outcomes of children with hearing loss. Methods: Data from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study were analysed to examine the impact of UNHS and earlier intervention on language outcomes. The LOCHI study includes more than 450 deaf and hard of hearing Australian children whose hearing losses were identified variously through newborn hearing screening or later paths to confirmation and intervention. Results: Seventy-two percent of the screened group received hearing aid fitting before 6¿months of age, which more than doubled the 32% in the non-screened group. On average, children who received earlier intervention achieved language at age 5¿years commensurate with their typically developing peers. Children who do not have disabilities in addition to hearing loss and received their first CIs before age 12¿months achieved language scores within the range of typically developing peers. Conclusion: Newborn hearing screening led to earlier intervention. Children who received earlier intervention achieved better outcomes than those who received later intervention.
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2020 |
Wong CL, Ching TYC, Cupples L, Leigh G, Marnane V, Button L, et al., 'Comparing parent and teacher ratings of emotional and behavioural difficulties in 5-year old children who are deaf or hard-of-hearing', DEAFNESS & EDUCATION INTERNATIONAL, 22 3-26 (2020)
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2020 |
McCarthy M, Leigh G, Arthur-Kelly M, 'Comparison of Caregiver Engagement in Telepractice and In-person Family-Centered Early Intervention', Journal of Infectious Diseases, 221 33-42 (2020) [C1] © 2019 The Author(s) 2019. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com. Telepractice-specifically, the u... [more] © 2019 The Author(s) 2019. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com. Telepractice-specifically, the use of high-speed internet and interactive videoconferencing technology to deliver real-Time audio and video communications between the family and the practitioner-is gaining acceptance as an alternative means of providing family-centered early intervention to families of children who are deaf and hard of hearing. This study examined whether caregivers' reported perceptions of self-efficacy and involvement differed when early intervention was delivered in-person and through telepractice. The Scale of Parental Involvement and Self-Efficacy (SPISE) was used to evaluate perceptions of two groups of caregivers: one that received early intervention in-person (n = 100) and a group who received services through telepractice (n = 41). Results indicated that mode of delivery of services was not related to caregivers' perceptions of their self-efficacy or involvement. Further analysis revealed that although certain caregiver or child characteristics did influence some aspects of caregivers' beliefs about their self-efficacy or involvement, the effect of those variables was similar across both modes of delivery.
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2019 |
McCarthy M, Leigh G, Arthur-Kelly M, 'Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review', Journal of Telemedicine and Telecare, 25 249-260 (2019) [C1] © The Author(s) 2018. Introduction: The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and v... [more] © The Author(s) 2018. Introduction: The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method: The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results: A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion: Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services.
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2018 |
Cupples L, Ching TYC, Button L, Leigh G, Marnane V, Whitfield J, et al., 'Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age', International Journal of Audiology, 57 S93-S104 (2018) [C1] © 2016, © 2016 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society. Objective: This study examined language and speech outcomes in yo... [more] © 2016, © 2016 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society. Objective: This study examined language and speech outcomes in young children with hearing loss and additional disabilities. Design: Receptive and expressive language skills and speech output accuracy were evaluated using direct assessment and caregiver report. Results were analysed first for the entire participant cohort, and then to compare results for children with hearing aids (HAs) versus cochlear implants (CIs). Study sample: A population-based cohort of 146 five-year-old children with hearing loss and additional disabilities took part. Results: Across all participants, multiple regressions showed that better language outcomes were associated with milder hearing loss, use of oral communication, higher levels of cognitive ability and maternal education, and earlier device fitting. Speech output accuracy was associated with use of oral communication only. Average outcomes were similar for children with HAs versus CIs, but their associations with demographic variables differed. For HA users, results resembled those for the whole cohort. For CI users, only use of oral communication and higher cognitive ability levels were significantly associated with better language outcomes. Conclusions: The results underscore the importance of early device fitting for children with additional disabilities. Strong conclusions cannot be drawn for CI users given the small number of participants with complete data.
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2018 |
Davison-Mowle J, Leigh G, Duncan J, Arthur-Kelly M, 'Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students', Deafness and Education International, 20 23-40 (2018) [C1] © 2018 Informa UK Limited, trading as Taylor & Francis Group. This study sought to describe and classify the support activities provided by all itinerant teachers for studen... [more] © 2018 Informa UK Limited, trading as Taylor & Francis Group. This study sought to describe and classify the support activities provided by all itinerant teachers for students who are deaf or hard of hearing (DHH) in regular schools in the Australian Capital Territory (ACT), without exclusion. The itinerant teachers (n = 14) varied in terms of formal qualifications and experience and provided support to all DHH (n = 61) students in ACT schools, inclusive of students across all age/grade levels and those with additional disabilities. Analysis of teachers¿ responses to a detailed questionnaire provided frequency and time measures for 22 possible activities, which were simplified using factor analysis into 11 categories of activities. Categorization of the activities indicated that 91% of the support time was used for direct teaching, and that 73% of the direct teaching time was primarily focused on the development of skills in language, listening, and speech. The other 27% of the direct teaching time was used for explicit class programme support. As well as providing direct teaching, the itinerant teachers provided consultation services to school personnel and parents. The findings are discussed in relation to the previous literature describing the activities of itinerant teachers of DHH students.
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2017 |
Matthijs L, Hardonk S, Sermijn J, Van Puyvelde M, Leigh G, Van Herreweghe M, Loots G, 'Mothers of deaf children in the 21
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2016 | McGrath A, Hollier S, Leigh GR, 'The integration of captioned multimedia and auditory access technologies for deaf and hard of hearing students in mainstream classrooms', Special Education Perspectives, 25 18-30 (2016) [C1] | ||||||||||
2016 |
Gilliver M, Cupples L, Ching TYC, Leigh G, Gunnourie M, 'Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers With Hearing Loss', Journal of Deaf Studies and Deaf Education, 21 268-279 (2016) [C1]
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2015 |
Leigh G, Ching TYC, Crowe K, Cupples L, Marnane V, Seeto M, 'Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing', Journal of Deaf Studies and Deaf Education, 20 331-342 (2015) [C1] © The Author 2015. Previous research has shown an association between children's development of psychosocial and motor skills. This study evaluated the development of these s... [more] © The Author 2015. Previous research has shown an association between children's development of psychosocial and motor skills. This study evaluated the development of these skills in 301 three-year-old deaf and hard of hearing children (M: 37.8 months) and considered a range of possible predictors including gender, birth weight, age at first fitting with hearing devices, hearing device used, presence of additional disabilities, severity of hearing loss, maternal education, socio-economic status (SES), language ability, and communication mode. Caregivers reported on children's development using the Child Development Inventory (CDI). On average, both psychosocial and motor development quotients were within the typical range for hearing children, with large individual differences. There was a positive correlation between language ability and both social and motor development, and also between social and motor development. Age at first fitting of hearing aids (as an indicator of age at identification of hearing loss), SES, degree of hearing loss, and maternal education were not significant predictors of social skill or motor development, whereas presence of additional disabilities and birth weight were. Girls performed better than boys on all but the Gross Motor subscale of the CDI. Children with hearing aids tended to perform better than those with cochlear implants on the Gross Motor subscale.
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2014 |
Cupples L, Ching TYC, Crowe K, Seeto M, Leigh G, Street L, et al., 'Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities', JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 19 20-39 (2014) [C1]
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2013 |
Ching TYC, Leigh G, Dillon H, 'Introduction to the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: Background, design, sample characteristics', International Journal of Audiology, 52 (2013) Objective: This article describes the background and the design of the longitudinal outcomes of children with hearing impairment (LOCHI) study, and the characteristics of the stud... [more] Objective: This article describes the background and the design of the longitudinal outcomes of children with hearing impairment (LOCHI) study, and the characteristics of the study cohort. Design: Children born between 2002 and 2007 who were identified with hearing loss and received audiological intervention by 3 years of age in Australia enrolled in the study. Their demographic characteristics are described. Study sample: Four hundred and fifty-one children in New South Wales, Victoria, and Southern Queensland. Results: Data on age at first hearing-aid fitting for different degrees of hearing loss are reported together with demographic characteristics of the cohort. Conclusion: A unique environment in Australia where all children with varied access to universal newborn hearing screening received the same consistent hearing services from a national hearing service provider makes it possible to investigate the effects of access to early auditory intervention on children's outcomes at a population level. © 2013 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society.
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2013 |
Ching TYC, Dillon H, Marnane V, Hou S, Day J, Seeto M, et al., 'Outcomes of early- and late-identified children at 3 years of age: Findings from a prospective population-based study', Ear and Hearing, 34 535-552 (2013) [C1] Objective: To address the question of whether, on a population level, early detection and amplification improve outcomes of children with hearing impairment. DESIGN: All families ... [more] Objective: To address the question of whether, on a population level, early detection and amplification improve outcomes of children with hearing impairment. DESIGN: All families of children who were born between 2002 and 2007, and who presented for hearing services below 3 years of age at Australian Hearing pediatric centers in New South Wales, Victoria, and Southern Queensland were invited to participate in a prospective study on outcomes. Children's speech, language, functional, and social outcomes were assessed at 3 years of age, using a battery of age-appropriate tests. Demographic information relating to the child, family, and educational intervention was solicited through the use of custom-designed questionnaires. Audiological data were collected from the national database of Australian Hearing and records held at educational intervention agencies for children. Regression analysis was used to investigate the effects of each of 15 predictor variables, including age of amplification, on outcomes. Results: Four hundred and fifty-one children enrolled in the study, 56% of whom received their first hearing aid fitting before 6 months of age. On the basis of clinical records, 44 children (10%) were diagnosed with auditory neuropathy spectrum disorder. There were 107 children (24%) reported to have additional disabilities. At 3 years of age, 317 children (70%) were hearing aid users and 134 children (30%) used cochlear implants. On the basis of parent reports, about 71% used an aural/oral mode of communication, and about 79% used English as the spoken language at home. Children's performance scores on standardized tests administered at 3 years of age were used in a factor analysis to derive a global development factor score. On average, the global score of hearing-impaired children was more than 1 SD below the mean of normal-hearing children at the same age. Regression analysis revealed that five factors, including female gender, absence of additional disabilities, less severe hearing loss, higher maternal education, and (for children with cochlear implants) earlier age of switch-on were associated with better outcomes at the 5% significance level. Whereas the effect of age of hearing aid fitting on child outcomes was weak, a younger age at cochlear implant switch-on was significantly associated with better outcomes for children with cochlear implants at 3 years of age. Conclusions: Fifty-six percent of the 451 children were fitted with hearing aids before 6 months of age. At 3 years of age, 134 children used cochlear implants and the remaining children used hearing aids. On average, outcomes were well below population norms. Significant predictors of child outcomes include: presence/absence of additional disabilities, severity of hearing loss, gender, maternal education, together with age of switch-on for children with cochlear implants. © 2013 by Lippincott Williams and Wilkins.
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2012 |
McCarthy M, Duncan J, Leigh GR, 'Telepractice: The Australian experience in an international context', Volta Review, 112 297-312 (2012) [C1]
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2012 |
Matthijs L, Loots G, Mouvet K, Van Herreweghe M, Hardonk S, Van Hove G, et al., 'First information parents receive after UNHS detection of their baby's hearing loss', Journal of Deaf Studies and Deaf Education, 17 387-401 (2012) [C1]
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2010 | Leigh GR, 'Implementing universal newborn hearing screening programs: Some perspectives on the importance of standards', Sound Partnership Newsletter, 7 1-3 (2010) [C2] | ||||||||||
2010 | Leigh GR, 'The changing context for education of the deaf in Australia: New imperatives for teacher education', Japanese Journal of Special Education, 47 427-441 (2010) [C1] | ||||||||||
2010 |
Burnham D, Jones C, Leigh GR, Noble W, Brown H, Varely A, et al., 'Who uses television captions, when, and why? Analyses based on the Australian Television Captions Users Survey', Asia Pacific Journal of Speech, Language and Hearing, 13 135-144 (2010) [C1]
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2010 |
Mayer C, Leigh GR, 'The changing context for sign bilingual education programs: Issues in language and the development of literacy', International Journal of Bilingual Education and Bilingualism, 13 175-186 (2010) [C1]
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2009 |
Tyler MD, Jones C, Grebennikov L, Leigh GR, Noble W, Burnham D, 'Effect of caption rate on the comprehension of educational television programmes by deaf school students', Deafness and Education International, 11 152-162 (2009) [C1]
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2008 |
Burnham D, Leigh GR, Noble W, Jones C, Tyler M, Grebennikov L, Varley A, 'Parameters in television captioning for deaf and hard-of-hearing adults: Effects of caption rate versus text reduction on comprehension', Journal of Deaf Studies and Deaf Education, 13 391-404 (2008) [C1]
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2008 |
Power D, Hyde M, Leigh GR, 'Learning English from signed English: An impossible task?', American Annals of the Deaf, 153 37-47 (2008) [C1]
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2007 |
Napier J, Leigh GR, Nann S, 'Teaching sign language to hearing parents of deaf children: An action research process', Deafness and Education International, 9 83-100 (2007) [C1]
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2007 | Leigh GR, 'Education of deaf children in a new era: Early identification, cochlear implantation, and communication diversity', Auditory Disorders, 62 19-31 (2007) [C1] | ||||||||||
2006 | Leigh GR, 'Editorial Board', Deafness & Education International, 8 (2006) [C2] | ||||||||||
2006 |
Marschark M, Leigh GR, Sapere P, Burnham D, Convertino C, Stinson M, et al., 'Benefits of sign language interpreting and text alternatives for deaf students' classroom learning', Journal of Deaf Studies and Deaf Education, 11 421-437 (2006) [C1]
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2006 | Leigh GR, 'Editorial Board', Journal of Deaf Studies and Deaf Education, 11 (2006) [C2] | ||||||||||
2005 |
Leigh GR, Marschark M, 'Ethics and deafness: A matter of perspective?', Journal of Deaf Studies and Deaf Education, 10 109-110 (2005) [C1]
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2003 | Marschark M, Power D, Leigh GR, 'iced 2000', Journal of Deaf Studies and Deaf Education, Vol 8, No 1 3-4 (2003) [C3] | ||||||||||
2002 |
Johnston TA, Leigh GR, Adam RE, Baker R, Schembri A, Wigglesworth G, 'Issues in Development of the Test Battery for Australian Sign Language Morphology and Syntax', Journal of Deaf Studies and Deaf Education, 7 (1) 18-40 (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]
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2000 | Power D, Leigh GR, 'Principles and Practices of Literacy Development for Deaf Learners: A Historical Overview', Journal of Deaf Studies and Deaf Education, 5 (1) 3-8 (2000) [C1] | ||||||||||
1999 | Power D, Leigh GR, 'Teaching reading and writing to deaf students: A brief history', Australian Journal of Education of the Deaf, 4 (1998) 16-19 (1999) [C1] | ||||||||||
1999 | Leigh GR, Hyde M, 'The relationship between teacher attitude and effectiveness in the use of signed communication', Australian Journal of Education of the Deaf, 3(2)(1997) 17-20 (1999) [C1] | ||||||||||
Show 41 more journal articles |
Conference (21 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2017 | Gilliver M, Cupples L, Ching TYC, Leigh GR, Belshaw J, 'Creating a sound start to literacy: How tablet-based intervention can improve DHH pre-schoolers phonological awareness skills', Christchurch, New Zealand (2017) | ||
2016 | Ching TYC, Dillon H, Button L, Seeto M, Marnane V, Cupples L, et al., 'Effectiveness of early intervention for improving population outcomes of children with congenital hearing loss', Christchurch, New Zealand (2016) | ||
2016 | Wong C, Ching TYC, Leigh GR, Cupples L, Marnane V, 'Teacher and parent-rated psychosocial difficulties of 5-year-old children with hearing impairment: evidence from the LOCHI study', Christchurch, New Zealand (2016) | ||
2012 | Ter-Horst K, Leigh GR, Cook G, 'Remote and conventional paediatric audiometry: A comparative study in school age children', Audiology Australia National Conference 2012. Conference Program/Handbook/Abstracts, Adelaide, SA (2012) [E3] | ||
2011 | Leigh GR, 'Old issues in a new era: Professional discourse on education of the deaf from Milan to Vancouver', ANZCED 2011: Staying on Track with Deaf Education, St Kilda (2011) [E3] | ||
2011 | Murray M, Wake M, Leigh GR, Poulakis Z, Wirth K, 'Universal newborn hearing screening: National survey of Australian ENT surgeons, audiologists and pediatricians', Journal of Paediatrics and Child Health, Darwin (2011) [E3] | ||
2010 | Ter-Horst K, Leigh GR, Cook G, 'Working towards reliable protocals for remote assessment of children via tele-audiology', Audiology Australia 19th National Conference 2010, Sydney, NSW (2010) [E3] | ||
2010 | Leigh GR, 'Early identification of hearing loss in Australia: Well begun is not all done!', The 2010 Libby Harricks Memorial Oration, Sydney, NSW (2010) [E2] | ||
2010 | Moore RC, Leigh GR, 'The infant monitor of vocal production: IMProving evaluation of auditory-vocal development in infants with hearing loss', 21st International Congress on Education of the Deaf (ICED), Vancouver, Canada (2010) [E3] | ||
2009 | Leigh GR, 'Whither the Teacher of the Deaf? New challenges in professional education, accreditation and employment', ANZCED 2009: Real Learning Real Outcomes...Foundations for the Future, Sydney (2009) [E3] | ||
2009 | Newall P, Leigh GR, Newall J, Newall A, 'Universal neonatal hearing screening in developing countries: Is it really worth it?', Universal neonatal hearing screening in developing countries: Is it really worth it?, Bangkok, Thailand (2009) [E3] | ||
2008 | Leigh GR, 'Universal newborn hearing screening, earlier cochlear implantation, and sign bilingualism', 2de Brussels congres over bilinguale-biculturele opvoeding van dove kinderen en jongeren: Programme, Brussels, Belgium (2008) [E3] | ||
2008 | Leigh GR, 'A new paradigm for intervention in early childhood hearing impairment: Newborn hearing screening and beyond', FAOPS 2008: 15th Congress of the Federation of Asia and Oceania Perinatal Societies, Nagoya, Japan (2008) [E3] | ||
2008 | Leigh GR, 'Newborn hearing screening and alternative lives for deaf children', Get Screened and Live Forever: New Zealand National Screening Symposium 2008: Keynote Presentations, Wellington, NZ (2008) [E3] | ||
2007 | Moore RC, Leigh GR, 'Monitoring progress of children in infancy through pre-lexical vocal production', CIGICON 2007. Fifth Annual Conference The Cochlear Implant Group of India. Abstracts, Pune, India (2007) [E3] | ||
2007 | Leigh GR, 'Recent developments in early intervention for deaf children: Earlier identification and cochlear implantation', International Forum on Special Education. Paper Collection, Beijing (2007) [E2] | ||
2006 | Leigh GR, 'Education of Deaf Children in a New Era: Early Identification, Cochlear Implantation, Communication Diversity', 9th Asia-Pacific Conference on Deafness - Abstracts Book, Tokyo, Japan (2006) [E3] | ||
2006 | Leigh GR, Madden M, Jackson L, Burnham D, Noble B, 'Simultaneous instruction through sign language and captions: Student comprehension under multiple presentation conditions', Australia New Zealand Conference for Educators for the Deaf (ANZCED), Roturua, New Zealand (2006) [E3] | ||
2000 | Schembri A, Wigglesworth G, Johnston T, Leigh GR, Adam RE, Barker R, 'The Test Battery for Australian Sign Language Morphology and Syntax Project: Noun-Verb Pairs in Auslan', Deaf Studies, Sydney, 1998: Selected Papers from the Australian Deaf Studies Research Symposim, Renwick College Sydney, Sydney (2000) [E2] | ||
2000 | Schembri A, Napier J, Beattie RG, Leigh GR, 'Deaf Studies, Sydney, 1998: Selected papers from the Australian Deaf Studies Research Symposium, Renwick College, August 22-23, 1998', Deaf Studies, Sydney, 1998: Selected papers from the Australian Deaf Studies Research Symposium, Renwick College, August 22-23, 1998, Renwick College (2000) [E4] | ||
1998 | Power DJ, Leigh GR, Hyde MB, 'Grammatical and lexical characteristics of the language of the deaf to hearing students and deaf students under simulated oral - only and simultaneous communication', Proceedings of the 18th International Congress on Education of the Deaf, Tel Aviv, Israel, July 16-20, 1995 (1998) [E2] | ||
Show 18 more conferences |
Grants and Funding
Summary
Number of grants | 2 |
---|---|
Total funding | $271,562 |
Click on a grant title below to expand the full details for that specific grant.
20031 grants / $146,562
Captions for the Deaf and Hearing Impaired: Availability versus Accessibility$146,562
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Prof Denis Burnham |
Scheme | Linkage Projects Partner Funding |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2005 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
19991 grants / $125,000
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 | Prof Phillip Foreman |
Scheme | SPIRT Partner funding |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 2001 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
Research Supervision
Number of supervisions
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2021 | PhD | Comparison of Telepractice and In-Person Models of Family-Centred Early Intervention for Children who are Deaf or Hard of Hearing | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | Masters | Workplace Experiences of Employees with Hearing Impairment | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | Supporting Students who are Deaf and Hard of Hearing in Regular Schools: Influences on the Support Activities Provided by Itinerant Teachers | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2006 | PhD | Simply Singing: Characteristics and Consequences for Speech Perception by Young Children with Impaired Hearing | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2006 | PhD | Visual and Linguistic Representation in the Acquisition of Depicting Verbs. a study of native signing deaf children of Auslan (Australian Sign Language) | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole 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 | Principal Supervisor |
Conjoint Professor Gregory Leigh
Position
Conjoint Professor
School of Education
College of Human and Social Futures
Contact Details
greg.leigh@newcastle.edu.au | |
Phone | (02) 9872 0372 |
Mobile | 0419416544 |
Fax | (02) 9872 0824 |
Office
Building | Ross Field Building (Royal Institue for Deaf and Blind Children) |
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Location | Renwick Centre 361-365 North Rocks Rd North Rocks, NSW 2151 Australia |