Associate Professor Jill Duncan
Associate Professor/University Lead, Equity, Diversity and Inclusion
School of Education
Improving quality of life for children with special learning needs
Special and inclusive education scholar, Dr Jill Duncan, is researching ways for children and young people with special learning needs to enjoy a more inclusive school experience.
Over the past decade, much has changed in terms of technology that assists children and young people who are deaf or hard of hearing. Cochlear implants and hearing screening for newborns have both significantly improved outcomes for children who are deaf. Special and inclusive education researcher, Dr Jill Duncan, says despite these advances in technology there are still gaps in the development of children who are deaf or hard of hearing when compared to their typically developing peers.
“That gap is usually in the form of communication. My latest research is looking at ways to close that gap, and one of those is through building social capital,” Dr Duncan said.
Social capital is the networks and relationships we form that help us navigate society. Dr Duncan says having good social capital is beneficial for many reasons.
“Social capital is correlated with improved academic outcomes and wellbeing, and improved economic participation when adolescents leave school. My project looks at adolescents who are deaf to see if their social capital is commensurate with their peers. I’m investigating the barriers to and facilitators of building social capital,” she said.
Dr Duncan is studying the social capital of children who are deaf or hard of hearing and their online participation.
“I’ve found that children who are deaf or hard of hearing benefit from online participation more than their typically developing peers, probably because there is a lack of a communication barrier. When people know you have a disability, it often prevents people from communicating with you. In an online environment where communication is via a keyboard the children’s disability is invisible.”
Dr Duncan has also investigated adolescents who are deaf or hard of hearing and their parents’ social capital and compared them.
“I found there is a relationship between the adolescents’ and the parents’ social capital. If the parents have more robust social capital that has a cascading effect and a positive influence on the adolescents,” Dr Duncan observed.
“Social capital is important because if we can understand where the deficits and strengths are then we can put in place mechanisms that help teachers of the deaf to grow the social capital of the adolescents.”
Dr Duncan says the research shows social capital can be purposely developed.
“I believe social capital can be purposely developed by facilitating parental understanding so they can grow their social capital and that of their child, while the child is still young. If parents have good strong social capital it puts the child in an environment where there are more networks and more support, which is all very positive,” she said.
Having grown up with a hearing loss, Dr Duncan remembers very clearly what it felt like to be excluded because she couldn’t hear well.
“I was in and out of audiologists and speech-language pathologists into my early teens. My hearing loss was due to a benign tumour, and my son had the same issue. Fortunately, it could be fixed, unlike most children with hearing loss that remains with them for life. That’s how I became interested in working with children and young people who are deaf or hard of hearing.”
It’s this first-hand experience that drives Dr Duncan’s passion for helping children with special learning needs. She is currently engaged with the Alexander Graham Bell Association in Washington DC; an agency that takes 40 teenagers with hearing loss every year and instructs them in advocacy, public speaking and other confidence-building skills.
“Another stem of my research is to investigate teenagers and measure the influence of instruction to see if it improves their social capital. I’m looking to see if it strengthens their networks, school community, empowerment and level of wellbeing,” she said.
“The aim is to understand social capital better, so we can teach teachers of the deaf to implement interventions that will build the social capital of the parents and of course their teenagers.”
Results of this research will be fed back to those working at the coalface in the teaching industry. Dr Duncan coordinates a teacher of the deaf program at the University of Newcastle and outcomes of this research will be embedded into the program.
Preparing the workforce for inclusive education
Before joining the University of Newcastle, Dr Duncan worked as an education executive for the Victorian Government. It was there that she saw the impact of increasing numbers of children with severe and profound disabilities joining mainstream schools.
“If you’re a child with a disability in an environment where your teacher doesn’t fully understand how to make your classroom inclusive you can’t do your best learning,” Dr Duncan observed.
“The thing that drives me is the children. I’ve been in so many classrooms where kids with special learning needs aren’t doing their best learning, and it frustrates me because often teachers and principals know it but may not have the resources to fix it.”
Dr Duncan has been working on a research project that seeks to solve this problem and asks, ‘what support do principals need to help their workforce make classrooms inclusive’.
“More and more children with special needs are taught in mainstream schools. This is a good thing as we know students will do better academically and socially if they are educated in their local school. However, this brings added pressure on teachers.”
Dr Duncan surveyed 155 principals and interviewed 12 principals and asked them about the type of special needs support and professional learning they provide their teachers.
“The majority (86%) of the principals said they offered their workforce professional learning in the autism spectrum disorder. And 77% offered professional learning around social and emotional disabilities and challenging behaviours. The principals came from across Australia but were all very similar in what they offered.”
Dr Duncan also asked about what barriers stopped the principals from making sure their teachers are prepared for inclusive education.
“The number one barrier was money. Most principals said they had inadequate funding to support professional learning. The second barrier to inclusive education workforce capability was time. The pressures of time for the teachers and principals is overwhelming,” she said.
The complexity of the classroom, particularly for novice teachers, and the education system itself were also barriers to building an inclusive school.
The findings of this project will be published with the aim of influencing government policy.
“The system must support the principals, so the principals can support the teachers, so that the children can have the best learning opportunity possible,” Dr Duncan concluded.
Improving quality of life for children with special learning needs
Special and inclusive education scholar, Dr Jill Duncan, is researching ways for children and young people with special learning needs to enjoy a more inclusive school experience
Career Summary
Biography
Jill Duncan is a teacher, scholar, academic, and advisor whose priority is to ensure that evidence underpins strategic direction, government policy, program implementation, and pedagogical practice in the education of students with special learning needs. She has held education-related academic and senior leadership positions in Australia and the USA. Jill's current research foci include diversity in education, inclusive education workforce capability, and social capital as a measure of education outcome.
Qualifications
- Doctor of Philosophy, University of Western Australia
- Bachelor of Science, University of Cincinnati - USA
- Master of Education, University of Cincinnati - USA
- Master of Educational Management, University of Western Australia
Keywords
- childhood deafness
- diversity in education
- inclusive education
- social capital
Fields of Research
Code | Description | Percentage |
---|---|---|
390299 | Education policy, sociology and philosophy not elsewhere classified | 20 |
390407 | Inclusive education | 40 |
390411 | Special education and disability | 40 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Associate Professor | University of Newcastle School of Education Australia |
Awards
Award
Year | Award |
---|---|
2020 |
University of Newcastle Excellence Award for Equity, Diversity, and Inclusion The University of Newcastle |
2020 |
Faculty of Education and Arts Excellence Award for Equity, Diversity, and Inclusion The University of Newcastle |
2020 |
Award of Teacher Excellence Educators of Deaf Students Association NSW |
Honours
Year | Award |
---|---|
2003 |
Russel Pierce Memorial Award for Service to Children with Hearing Impairment Better Hearing South Australia |
Professional
Year | Award |
---|---|
2002 |
International Program of the Year Award (Deaf Education) Alexander Graham Bell Association for the Deaf and Hard of Hearing |
2001 |
Best Practice Award (Distance Education) Australasian Teleconferencing Association |
1998 |
International Professional of the Year (Deaf Education) Alexander Graham Bell Association for the Deaf and Hard of Hearing |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2017 | Rhoades EA, Duncan J, AUDITORY-VERBAL PRACTICE Family-Centered Early Intervention, Charles C Thomas Publisher, 322 (2017) | |||||||
2014 |
Duncan J, Rhoades EA, Fitzpatrick EM, Auditory (Re)Habilitation for Adolescents with Hearing Loss: Theory and Practice (2014) There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervent... [more] There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervention, some adolescents with hearing loss do not achieve age equivalent developmental milestones. The purpose of this book is to assist auditory (re)habilitation practitioners in mitigating the negative effects of hearing loss on communicative, socio-emotional, and academic performance of adolescents who rely on auditory-based spoken language to communicate. It is essential that adolescents whose parents choose auditory-based spoken language, receive systematic, consistent, well-planned, appropriate auditory (re)habilitation. This book presents an evidence-based approach to auditory (re)habilitation for adolescents with hearing loss. Practitioners are provided with theoretical and practical strategies for intervention, targeting a historically overlooked population. Practitioners will find its framework, based on enhancing adolescent inner resources, an informative and unique approach toward enabling adolescent self-determination.
|
|||||||
2010 | Rhoades EA, Duncan J, Auditory-Verbal Practice: Toward a Family-Centered Approach, Charles C Thomas, Ill, USA, 401 (2010) [A3] |
Chapter (26 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2021 | Bharadwaj S, Duncan J, 'Fundamentals of assessing communication skills in children and adults with hearing loss', Video-based aural rehabilitation guide: Enhancing listening and spoken language in children and adults, Plural Publishing Inc, San Diego, CA 213-231 (2021) | ||
2020 | Duncan J, 'Inclusive education for students who are deaf or hard of hearing', Special Educational Needs A Guide for Inclusive Practice, Sage Publications Limited, Great Britain 277-295 (2020) | ||
2017 | Duncan JC, Rhoades EA, 'Introduction to auditory-verbal practice', Auditory-verbal practice: Family-centered early intervention (2nd ed.), Charles C. Thomas, Springfield, IL 5-15 (2017) | ||
2012 | Duncan J, 'Students with hearing loss', Students with hearing loss, Sage, London 211-225 (2012) [B2] | ||
2011 | Duncan J, 'Application of auditory (re)habilitation teaching behaviors to a signed communication education context', Cochlear Implants: Evolving Perspectives, Gallaudet University Press, Washington, DC 228-240 (2011) [B1] | Nova | |
2010 | Duncan J, 'Circles of influence', Auditory-Verbal Practice: Toward a Family-Centered Approach, Charles C Thomas Publisher, Springfield, Illinois 97-111 (2010) [B1] | Nova | |
2010 | Rhoades EA, Duncan J, 'Introduction to auditory-verbal practice', Auditory-Verbal Practice : Toward a Family-Centered Approach, Charles C Thomas Publisher, Springfield, Illinois 5-21 (2010) [B1] | Nova | |
Show 23 more chapters |
Journal article (55 outputs)
Year | Citation | Altmetrics | Link | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
2024 |
Rendoth T, Duncan J, Foggett J, Colyvas K, 'Curriculum effectiveness for secondary-aged students with severe intellectual disabilities or profound and multiple learning difficulties in Australia: Teacher perspectives', Journal of Intellectual Disabilities, [C1]
|
||||||||||
2024 |
Comino D, Roche L, Duncan J, 'Augmentative and alternative communication and deaf children with disabilities', Deafness & Education International, 1-25
|
||||||||||
2024 |
Page A, Barr M, Rendoth T, Roche L, Foggett J, Leonard C, Duncan J, 'Making Reasonable Adjustments for Students with Disability in Australian Mainstream Classrooms: A Scoping Review', Australian Journal of Special and Inclusive Education, (2024)
|
||||||||||
2023 |
Duncan J, Punch R, Gauntlett M, Talbot-Stokes R, 'School autonomy and discrimination against students with disability in Australian primary and secondary education settings: a scoping review', INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, [C1]
|
||||||||||
2023 |
Byatt TJ, Duncan J, Dally K, 'Social capital and identity of d/Deaf adolescents: an interpretive phenomenological analysis', Disability and Society, (2023) The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one pare... [more] The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents¿ experiences as a way of augmenting the adolescents¿ responses. This study used a social capital framework to explore various aspects of the adolescents¿ lives and ascertained factors that facilitated or diminished the social capital reserves of the young participants through an interpretative phenomenological analysis approach. Four themes were identified: Social Capital Reserves; Social Capital Boosters; Social Capital Barriers; and Identity. Particular attention is drawn to how these adolescents perceived themselves and the role of the school in developing, or diminishing, social capital.
|
||||||||||
2023 | Duncan J, Punch R, 'Voices of young deaf adults: Supporting adolescent social capital development', American Annals of the Deaf, Winter (2023) [C1] | Nova | |||||||||
2022 |
Byatt TJ, Dally K, Duncan J, 'Social capital and adolescents who are deaf: Associations with wellbeing, school connectedness, and pragmatics', DEAFNESS & EDUCATION INTERNATIONAL, 24 356-374 (2022) [C1]
|
Nova | |||||||||
2022 |
Punch R, Duncan J, 'The Role of Social Capital in the Transition to Postsecondary Education of Students who are Deaf or Hard of Hearing', American Annals of the Deaf, 167 334-354 (2022) [C1]
|
Nova | |||||||||
2022 |
Punch R, Duncan J, 'A Model of Targeted Transition Planning for Adolescents who are Deaf or Hard of Hearing', Deafness & Education International, 24 49-64 (2022) [C1]
|
Nova | |||||||||
2022 |
Rendoth T, Duncan J, Foggett J, 'Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review', Journal of Research in Special Educational Needs, 22 76-88 (2022) [C1]
|
Nova | |||||||||
2022 |
Stephens NM, Duncan J, 'Decision-Making Processes of Caregivers Choosing an Educational Setting for Children Who Are Deaf or Hard of Hearing', AMERICAN ANNALS OF THE DEAF, 167 414-430 (2022) [C1]
|
Nova | |||||||||
2021 |
Duncan J, Punch R, Croce N, 'Supporting primary and secondary teachers to deliver inclusive education', Australian Journal of Teacher Education, 46 92-107 (2021) [C1] With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education work... [more] With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals' roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers' knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made.
|
Nova | |||||||||
2021 |
Barr M, Duncan J, Dally K, 'Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia', DISABILITY & SOCIETY, 36 1663-1687 (2021) [C1]
|
Nova | |||||||||
2021 |
Duncan J, Colyvas K, Punch R, 'Social Capital, Loneliness, and Peer Relationships of Adolescents who are Deaf or Hard of Hearing.', Journal of deaf studies and deaf education, 26 223-229 (2021) [C1]
|
Nova | |||||||||
2021 |
Duncan J, Punch R, 'Building Inclusive Education Workforce Capability: School Principals Perceptions of Roles and Responsibilities', Australasian Journal of Special and Inclusive Education, 45 62-75 (2021) [C1]
|
Nova | |||||||||
2021 |
Byatt TJ, Duncan J, Dally K, De Beuzeville L, 'Evolving identities of adolescents who are deaf or hard of hearing: A scoping review', American Annals of the Deaf, 166 5-30 (2021) [C1] The authors employed a scoping review to examine peer-reviewed journal articles published 2002¿2020 focusing on adolescents who are deaf or hard of hearing and their self-reported... [more] The authors employed a scoping review to examine peer-reviewed journal articles published 2002¿2020 focusing on adolescents who are deaf or hard of hearing and their self-reported identities. d/Deaf identity theory was explored in light of recent advances in developed countries, e.g., universal newborn hearing screening, increased access to mainstream school placements, and rising rates of cochlear implantation. Key themes were explored, including deafness acculturation, competing and complementary identities, and flexibility and fluidity. The results demonstrated that the way adolescents perceive their identity is evolving, in what is often a flexible and fluid process dependent on the adolescents¿ context. Other identities, such as those relating to ethnicity and culture, were often seen as equal in importance to one¿s d/Deaf identity. These findings are contrasted with those of wider research on d/Deaf identity, and further research investigating adolescents¿ perceptions of themselves is recommended.
|
Nova | |||||||||
2020 |
Stephens NM, Duncan J, 'Caregiver Decision-making for School Placement of Children Who are Deaf or Hard of Hearing and Children with Other Disabilities: A Global Perspective', The Volta Review, 120 3-20 (2020) [C1]
|
Nova | |||||||||
2020 |
Barr M, Dally K, Duncan J, 'Services for children with hearing loss in urban and rural Australia', Australian Journal of Rural Health, 28 281-291 (2020) [C1] Objective: To report satisfaction with services for children with hearing loss in urban and rural Australia. Design: Mixed-method approach using surveys and semi-structured interv... [more] Objective: To report satisfaction with services for children with hearing loss in urban and rural Australia. Design: Mixed-method approach using surveys and semi-structured interviews. Setting: Australian organisations that serve children with hearing loss. Participants: One hundred parents of children with hearing loss and 91 professionals that serve children with hearing loss completed surveys. Seven parents and eight professionals were interviewed. Main outcome measures: Comparison of satisfaction with services in rural and urban areas. Results: Timing of initial hearing services was similar in rural and urban areas. Children with hearing loss in rural areas had less satisfaction with services than children in urban areas. Parents of children with hearing loss in rural areas had higher costs, mainly linked to travel, than parents in urban areas. Parents and professionals were concerned that advantaged parents received more services for their child than disadvantaged parents. Parents and professionals in urban and rural areas were satisfied with mainstream education, but less satisfied with education for children with hearing loss and additional disability. Professional satisfaction was lower in rural areas than urban areas. Conclusions: This small-scale study adds to research citing reduced services in rural areas. An exception is the newborn hearing screening program, with the limited data presented indicating the program is effectively overcoming the barrier of distance. However, children with hearing loss in rural areas have reduced access to ongoing services.
|
Nova | |||||||||
2020 |
Duncan J, Punch R, Gauntlett M, Talbot-Stokes R, 'Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review', AUSTRALIAN JOURNAL OF EDUCATION, (2020) [C1]
|
Nova | |||||||||
2019 |
Byatt TJ, Dally K, Duncan J, 'Systematic Review of Literature: Social Capital and Adolescents who are Deaf or Hard of Hearing', Journal of Deaf Studies and Deaf Education, 24 319-332 (2019) [C1] Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychoso... [more] Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes; the importance of language; the benefit of online social networking sites; the role of the family; the role of the school; inclusion and identity; role models; and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.
|
Nova | |||||||||
2019 |
Dally KA, Ralston MM, Strnadová I, Dempsey I, Chambers D, Foggett J, 'Current issues and future directions in australian special and inclusive education', Australian Journal of Teacher Education, 44 57-73 (2019) [C1] In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provi... [more] In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provisionof educational services to students with disability in Australia. We contend that the shift ineducational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
|
Nova | |||||||||
2019 |
Barr M, Dally K, Duncan J, 'Service accessibility for children with hearing loss in rural areas of the United States and Canada', International Journal of Pediatric Otorhinolaryngology, 123 15-21 (2019) [C1] Objectives: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canad... [more] Objectives: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canada. Despite known problems providing services in rural areas, there is limited research investigating services for children with hearing loss living in rural areas. This scoping review examines the accessibility of services for children with hearing loss in rural U.S. and Canada. Methods: The search strategy included four databases and gray literature from 2008-2018. Eight government documents and 16 articles met the inclusion criteria and the main findings in the literature were themed. Results: Children with hearing loss, experienced difficulties accessing specialized services which influenced the timing of diagnosis of hearing loss, receiving hearing technology and accessing ongoing support. Families in rural areas also had access to less information about hearing loss than urban families. Managing funding and health insurance was also a challenge for families in rural areas. Conclusion: The limited research in this area indicates that children with hearing loss in rural areas can experience barriers when accessing the same services as their urban peers. Limited service provision can negatively influence outcomes for children with hearing loss. Alternate service delivery such as teleintervention and visiting specialists can improve service provision in rural areas. Comprehensive research of the experience of children with hearing loss across states, provinces and territories would guide improvements to services for children with hearing loss in rural areas of the U.S. and Canada.
|
Nova | |||||||||
2019 |
Duncan J, Lim SR, Baker F, Flynn T, Byatt T, 'Online and Offline Social Capital of Adolescents Who Are Deaf or Hard of Hearing', Volta Review, 119 57-82 (2019) [C1]
|
Nova | |||||||||
2018 |
Duncan JC, Wong CL, Ching YC, Whitfield J, 'Exploring the Social Capital of Adolescents Who Are Deaf or Hard of Hearing and Their Parents: A Preliminary Investigation', AMERICAN ANNALS OF THE DEAF, 162 463-478 (2018) [C1]
|
Nova | |||||||||
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] 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 A... [more] 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.
|
Nova | |||||||||
2018 |
Barr M, Duncan J, Dally K, 'A Systematic Review of Services to DHH Children in Rural and Remote Regions.', Journal of Deaf Studies and Deaf Education, 23 228-130 (2018) [C1]
|
Nova | |||||||||
2016 |
Wong CL, Ching TYC, Whitfield J, Duncan J, 'Online social participation, social capital and literacy of adolescents with hearing loss: A pilot study', Deafness and Education International, 18 103-116 (2016) [C1] The internet and social media have fast become an everyday aspect of adolescents¿ lives. Online participation may increase social capital and be particularly beneficial for indivi... [more] The internet and social media have fast become an everyday aspect of adolescents¿ lives. Online participation may increase social capital and be particularly beneficial for individuals who are deaf or hard-of-hearing (DHH), as it provides an alternative method to communicate, interact with others and access information. However, reduced levels of literacy may be a barrier to participate and benefit from online activities. This pilot study aimed to assess the feasibility of using an online survey to measure the online social habits, social capital, and literacy in DHH adolescents; and explore the relationship between these variables. An online questionnaire encompassing measures of internet, social media usage, bonding and bridging social capital in online/offline settings, and literacy was completed by twenty-nine Australian DHH adolescents (aged 11-18). The results showed that an online survey method is feasible to collect data on online participation and social capital, but not reliable for literacy outcomes. The DHH adolescents reported very high use of the internet. A positive relationship was found between internet use and online bridging social capital suggesting that the internet assists DHH teenagers to expand worldviews and express their opinions. In contrast, no relationship was found with internet use and bonding social capital which indicates the internet still cannot be a substitute for face-toface interactions for social support. Due to the small sample size and unreliability of self-report literacy scores, we were unable to determine any association between social capital and literacy. However, this pilot informs and provides recommendations for future research examining the relationship between social media use, social capital, and literacy.
|
||||||||||
2012 |
McCarthy M, Duncan J, Leigh GR, 'Telepractice: The Australian experience in an international context', Volta Review, 112 297-312 (2012) [C1]
|
Nova | |||||||||
2010 | Duncan J, Kendrick A, McGinnis MD, Perigoe C, 'Auditory (re)habilitation teaching behavior rating scale', Journal of Rehabilitative Audiology, XLIII 65-86 (2010) [C1] | Nova | |||||||||
2009 |
Duncan J, 'Parental readiness for cochlear implant decision-making', Cochlear Implants International, 10 38-42 (2009) [C1]
|
Nova | |||||||||
2008 |
Duncan J, 'Telepractice aural habilitation for school-age children', Perspectives on Aural Rehabilitation and Its Instrumentation, 15 5-17 (2008) [C1]
|
Nova | |||||||||
2002 |
Duncan J, 'Application of auditory (re)habilitation teaching behaviors to a signed communication education context 229-241 (2002) This chapter focuses explicitly on teaching behaviors that can be used by the teacher of the deaf1 to facilitate the auditory-based spoken language development of students in a si... [more] This chapter focuses explicitly on teaching behaviors that can be used by the teacher of the deaf1 to facilitate the auditory-based spoken language development of students in a signed communication education environment. It presents potential challenges the teacher of the deaf may face in this special learning context. What this chapter does not do is prescribe when auditory-based spoken language is to be used in this unique education environment. That is a matter for the family, school leaders, and the education team to decide. The reader is encouraged to see Mayer and Leigh (2010) for a review of pertinent issues regarding the changing context of sign bilingual education and the applicability of simultaneous production of signed and spoken codes. This chapter closes with a case study pertinent to the topic. In addition to the teaching behaviors presented here and as a matter of principle and regardless of communication methodology, teachers of the deaf are encouraged to use an integrated, developmental approach whereby the progression of cognitive and linguistic functioning is accomplished through social interaction. Attention is consistently placed on the development of communication through natural social discourse as well as activities within and outside of the formal learning context. The teacher is encouraged to maintain a process focus at all times so that "how the student is learning" as compared with "what the student is learning" is identified to the students and made explicit throughout all interactions (Duncan, Rhoades, & Fitzpatrick, in press). Ten core teaching behaviors presented in this chapter are excerpts from the work of Duncan, Kendrick, McGinnis, and Perigoe (2010). Many of the teaching behaviors were identified by Caleffe-Schenck (1983, 1992a, 1992b) and later refined by Perigoe (Auditory-Verbal International, 2004; Auditory-Verbal International, Certification Council, 2004; Auditory-Verbal International, Professional Education Committee, 1998-1999). All teaching behaviors can be identified in the work of Helen Beebe (1953, 1976, 1982), Beebe, Pearson, and Koch (1984), Doreen Pollack (1964, 1970, 1981, 1984), and Daniel Ling (1964, 1973, 1976, 1984, 1989, 2002). Due to the origin of the teaching behaviors presented, each is linked to the auditory-verbal methodology (see, for example, Duncan, 2006). In recent times, the term "auditory (re)habilitation" has been used by the author instead of auditoryverbal due to its inclusiveness of all children and students using auditory-based spoken language regardless of age, culture, and language preference (Duncan et al., 2010). For the purpose of this chapter, 10 key teaching behaviors have been chosen. Many more teaching behaviors can be applied to this pedagogical context; however, these 10 are fundamental to the facilitation of auditory-based spoken communication (Duncan et al., 2010). After the teacher of the deaf becomes confident employing these teaching behaviors, additional behaviors can be incorporated when appropriate. For children using hearing technology such as cochlear implants or hearing aids, upon enrollment in a class, teachers are expected to engage in a discussion with families regarding the anticipated use and purpose of the student's hearing technology. It is essential that the teacher understand the extent to which the student is expected to use audition in day-to-day communication. Following this family discussion, the teacher is encouraged to have an ongoing open discussion with the whole class and individual students regarding the use of hearing technology in the classroom. Students themselves need to be aware of who is and who is not using hearing technology. Among other things, this facilitates the development of empathy as the students without hearing technology endeavor to help maintain an appropriate acoustic environment. To this end, all class members understand the importance of hearing techn...
|
||||||||||
1999 |
Duncan J, 'Conversational skills of children with hearing loss and children with normal hearing in an integrated setting', Volta Review, 101 193-211 (1999) This study examines the conversation skills used by children with hearing loss and their chronological-age-matched hearing peers in an integrated setting. Data were collected from... [more] This study examines the conversation skills used by children with hearing loss and their chronological-age-matched hearing peers in an integrated setting. Data were collected from a naturalistic (integrated kindergarten context) as the children interacted with their peers, and a quasi-naturalistic setting (tutorial room context) as they interacted in dyads. A modified version of the Social Organization of Discourse Checklist/Conversational Skills (Beattie, 1990) was used to code both sets of data. Children with hearing loss were matched to their hearing peers based on chronological age. The Wilcoxon Signed-Rank Test, a nonparametric test that is used to test the null hypothesis that two populations are the same in terms of their ranks, was used to compare the results of the chronological age-matched pairs in each of the dyad and integrated kindergarten contexts. Analysis of the data documented that there were no significant differences in the majority of the conversational skills used by the children with hearing loss and the children with normal hearing.
|
||||||||||
Show 52 more journal articles |
Conference (19 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2023 | Duncan J, 'Be the Change Getting the Most Out of Your Disability Action Plan', Online (2023) | ||
2019 | Duncan J, '12th Annual Auditory-Verbal Symposium', Moncton, New Brunswick, Canada (2019) | ||
2018 | Duncan J, 'Social Capital: What is it? How does it work? Why is it important?', Social Capital: What is it? How does it work? Why is it important?, Scottsdale, Arizona (2018) | ||
2012 | Duncan J, 'Adolescents with hearing loss: Auditory (rehabilitation) framework', Academy of Rehabilitative Audiology Annual Institute, Providence, RI (2012) [E3] | ||
2011 | Duncan J, 'Strategies for facilitating social communication necessary for successful integration of adolescents with hearing loss', ANZCED 2011: Staying on Track with Deaf Education, St Kilda (2011) [E3] | ||
2011 | Duncan J, Kendrick A, McGinnis M, Perigoe C, 'Auditory (re)habilitation teaching behaviour rating scale', Audiology Now! 2011 Convention, Chicago (2011) [E3] | ||
2011 | Duncan J, Ma J, 'Audiological and auditory (re)habilitative management of children with common cavity', Audiology Now! 2011 Convention, Chicago (2011) [E3] | ||
2010 | Duncan J, 'Building reliance via personal resources', Educators of Deaf Students Association and Deafness Centre 'Building Resilience in Students and Teacher', Parramatta, NSW (2010) [E3] | ||
2007 | Duncan J, 'Aural (Re)habilitation for adolescents', ASHA Convention 2007. Presentations, Chicago (2007) [E3] | ||
Show 16 more conferences |
Presentation (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2014 | Duncan J, 'Transition from school to work: Equipping students with a hearing loss for the workforce via enhanced prosocial skills', (2014) |
Grants and Funding
Summary
Number of grants | 14 |
---|---|
Total funding | $293,372 |
Click on a grant title below to expand the full details for that specific grant.
20222 grants / $145,281
School autonomy and disability discrimination in New South Wales primary and secondary education settings$78,286
Funding body: J & K Wonderland Foundation
Funding body | J & K Wonderland Foundation |
---|---|
Project Team | Associate Professor Jill Duncan, Doctor Mark Gauntlett, Ms Ruth Talbot-Stokes |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2201257 |
Type Of Funding | C3600 - International Philanthropy |
Category | 3600 |
UON | Y |
DSE Elaborations to the Australian Professional Standards for Teachers$66,995
Funding body: Australian Institute for Teaching and School Leadership (AITSL)
Funding body | Australian Institute for Teaching and School Leadership (AITSL) |
---|---|
Project Team | Associate Professor Jill Duncan, Professor Susan Ledger, Doctor Michelle Ralston |
Scheme | RFQ - DSE Elaborations to the Teacher Standards |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2201037 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20211 grants / $42,306
Enablers and Barriers to the Development of Social Capital and the Design of Interventions to Facilitate the Social Capital of Adolescents Who Are Deaf or Hard of Hearing$42,306
Funding body: J & K Wonderland Foundation
Funding body | J & K Wonderland Foundation |
---|---|
Project Team | Associate Professor Jill Duncan |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2001195 |
Type Of Funding | C3600 - International Philanthropy |
Category | 3600 |
UON | Y |
20192 grants / $9,085
Friendships and Communities for Teenagers with a hearing loss$7,085
Funding body: Wonderland Nursery Goods Company
Funding body | Wonderland Nursery Goods Company |
---|---|
Project Team | Associate Professor Jill Duncan |
Scheme | Research Donation |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | G1901385 |
Type Of Funding | C3400 – International For Profit |
Category | 3400 |
UON | Y |
Achieving Non-discrimination for Students with Disability in Primary and Secondary Education in Australia: A Scoping Review$2,000
Funding body: Office of the Pro-Vice Chancellor, Faculty of Education and Arts, University of Newcastle, Australia
Funding body | Office of the Pro-Vice Chancellor, Faculty of Education and Arts, University of Newcastle, Australia |
---|---|
Scheme | Office of the Pro-Vice Chancellor, Faculty of Education and Arts, University of Newcastle, Australia |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20183 grants / $10,000
Inclusive Education Workforce Capability$5,000
Building and supporting the education workforce capability to deliver inclusive education is crucial to achieving the best outcomes for all children and young people. Inclusive education involves welcoming all members into a school community as equals with equivalent rights to education. This research investigated how principals in Australian primary and secondary settings build inclusive education workforce capacity.
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | Faculty funding |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Friendships and Communities of Adolescents Who are Deaf or Hard of Hearing$3,000
Funding body: Office of the Senior Deputy Vice- Chancellor Research and Innovation, University of Newcastle
Funding body | Office of the Senior Deputy Vice- Chancellor Research and Innovation, University of Newcastle |
---|---|
Scheme | Office of the Senior Deputy Vice- Chancellor Research and Innovation, University of Newcastle |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
AG Bell Association for the Deaf and Hard of Hearing, Arizona, 28-30 June 2018$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Jill Duncan |
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20132 grants / $26,700
Social capital, language, literacy, and quality of life of adolescents who are deaf/hard of hearing and their chronologically-age matched hearing peers: A pilot study$20,000
An investigation into the social capital of Australian adolescents who are DHH and their parents and its relationship with
Funding body: WA Foundation for Deaf Children
Funding body | WA Foundation for Deaf Children |
---|---|
Project Team | Duncan, J. |
Scheme | WA Foundation for Deaf Children |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | C3112 - Aust Not for profit |
Category | 3112 |
UON | N |
Social capital, language, literacy, and quality of life of adolescents who are deaf/hard of hearing and their chronologically-age matched hearing peers: A pilot study$6,700
An investigation into the online social participation, social capital and literacy of adolescents with hearing loss.
Funding body: Deafness Foundation
Funding body | Deafness Foundation |
---|---|
Project Team | Duncan, J. |
Scheme | Deafness Foundation |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | C3112 - Aust Not for profit |
Category | 3112 |
UON | N |
20081 grants / $50,000
Defining auditory-verbal pedagogy for children with hearing loss$50,000
An investigation to define the key teaching behaviours of paediatric auditory (re)habilitation and to document the use of these teaching behaviours over time.
Funding body: Children’s Hearing Foundation, Taiwan.
Funding body | Children’s Hearing Foundation, Taiwan. |
---|---|
Project Team | Duncan, J. |
Scheme | Children’s Hearing Foundation, Taiwan |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2010 |
GNo | |
Type Of Funding | C3212 - International Not for profit |
Category | 3212 |
UON | N |
19982 grants / $8,000
Parental understanding of hearing aid care and maintenance$5,000
An investigation into parents of children with hearing loss understanding of hearing aid care and maintenance, which resulted in the dissemination of hearing aid care kits and an instructional video.
Funding body: WA Deafness Council
Funding body | WA Deafness Council |
---|---|
Project Team | Duncan, J., & Schneider, P. |
Scheme | WA Deafness Council |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 1999 |
GNo | |
Type Of Funding | C2220 - Aust StateTerritoryLocal - Other |
Category | 2220 |
UON | N |
Self-perceptions of parents of children with hearing loss$3,000
An investigation of self-perceptions of parents of children with hearing loss attending a recreational weekend designed to facilitate capacity, networking, and broader understanding of deafness.
Funding body: Gordon Reid Foundation and the Lotteries Commission
Funding body | Gordon Reid Foundation and the Lotteries Commission |
---|---|
Project Team | Duncan, J. & Livingstone, S. |
Scheme | Gordon Reid Foundation and the Lotteries Commission |
Role | Investigator |
Funding Start | 1998 |
Funding Finish | 1999 |
GNo | |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | N |
19951 grants / $2,000
Length and complexity of utterances produced by kindergarten children with impaired hearing and their hearing peers$2,000
Funding body: Applied Linguistics Association of Australia
Funding body | Applied Linguistics Association of Australia |
---|---|
Scheme | Doctoral student award |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1996 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Identity and Culture of Deaf and Hard of Hearing Adolescents with Additional Disabilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | The Influence of Deaf Role Models for Deaf Children Born into Hearing Families | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | The Use of Augmentative and Alternative Communication Systems with D/deaf Primary School Students with Complex Communication Needs | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Research Title: Implementation of the Declaration on the Rights of Deaf Children in Australia and its Implications on the Education of Deaf Children | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Examining the Human Rights of Deaf Children in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | The Development Of A Practical Guide To Support Teachers When Teaching Braille Literacy To Beginning Readers Who Are Blind Or Have Low Vision. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Navigating Ambiguities of Curriculum Inclusion for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Drama as a Tool to Support Secondary Students with Emotional Disturbances and/or Behaviour Disorder | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Social Capital and Adolescents who are Deaf or Hard of Hearing | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | An Investigation of Services for Child with a Hearing .Loss and the National Disability Insurance Scheme (NDIS) | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Integration of Emerging Educational Technologies by Teachers of Students who are Deaf or Hard of Hearing in New Zealand | PhD (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 | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 55 | |
United Kingdom | 12 | |
Canada | 5 | |
United States | 2 | |
Taiwan, Province of China | 1 |
Associate Professor Jill Duncan
Position
Associate Professor/University Lead, Equity, Diversity and Inclusion
Special and Inclusive Education; Equity, Diversity & Inclusion Unit
School of Education
College of Human and Social Futures
Contact Details
jill.duncan@newcastle.edu.au | |
Link |
Office
Room | V Building |
---|---|
Building | V Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |