Dr Judith Foggett

Dr Judith Foggett


School of Education (Education)

Career Summary


Judith has been lecturing in Special Education for over 10 years at the University of Newcastle. Judith coordinates and lectures in the undergraduate Special Education specialisation for pre-service teachers over three campuses and coordinates four subjects focusing on behaviour problems and emotional disturbance of students in schools for the Masters of Special Education. Judith is currently the Program Convenor for the Master of Special and Inclusive Education. She is currently supervising six RHD students. Prior to lecturing Judith was an experienced consultant in behaviour in government schools and a classroom teacher in regular and special education classrooms. Her teaching career included remote western NSW schools, indigenous schools to city schools from early childhood through to high school and TAFE adult education.

Judith's current area of research is in the area of problem behaviour of students in schools. Her current research explores high schools and primary schools working together to improve the learning outcomes for students with problem behaviour from Kindergarten through to Year 12. The focus of Judith's research explores the professional learning and up-skilling of classroom teachers through effective leadership practices and consideration of the needs of students and teachers within the school community. Other research is in the area of mentoring early career special education teachers and the links between behaviour, mental health and learning in schools. Judith also researches in intellectual disability, inclusive practices, Autism, curriculum and policy. She has also been a peer reviewer for the Australasian Journal of Special and Inclusive Education. 

Further, Judith continues to support teachers in classrooms and school professional learning by conducting Functional Behaviour Assessments (FBAs), individual behaviour plans and training teachers to conduct school based behaviour programs and plans.

Judith writes into the Inclusion in Action textbook used in undergraduate programs nationally and internationally in the chapter on Encouraging Positive Interactions. Judith has spoken at a number of conferences sharing her research on whole school approaches and schools working together for successful behaviour and learning outcomes. 


  • Doctor of Philosophy, Flinders University
  • Diploma in Teaching (Infants/Primary), University of New England
  • Bachelor of Education (Infants/Primary), University of New England
  • Bachelor of Arts, University of New England
  • Graduate Diploma in Educational Studies, University of Sydney
  • Master of Special Education, University of Newcastle


  • Autism and behaviour problems
  • Emotional disturbances
  • Intellectual disability
  • behaviour problems
  • inclusive education
  • mental health issues in schools
  • primary education
  • secondary education
  • special education
  • special education in mainstream
  • systems approaches to student management
  • whole school approach

Fields of Research

Code Description Percentage
130313 Teacher Education and Professional Development of Educators 50
130312 Special Education and Disability 50

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Education

Academic appointment

Dates Title Organisation / Department
1/1/1981 - 1/12/2004 Teacher Primary, HS, Vision, Intellectual dis.,BD/ED NSW Department of Education and Training
1/1/2005 -  Lecturer University of Newcastle
Education and Arts


Code Course Role Duration
EDUC6081 Using Resources In Behaviour Problems
University of Newcastle

The course provides knowledge and skills in the important area of implementing programs to address behaviour problems. The initial part of the course will examine the range of specialist behaviour placements available. The course will then examine a number of specific approaches to managing behaviour that reflect differing conceptual and practical approaches.   This will be dealt with through a visit and analysis of an educational service as well as through examination of teaching approaches and the evaluation of an intervention. Specific areas examined are direct instruction, cognitive and metacognitive approaches, cooperative learning, self-esteem, and managing challenging behaviour when there is an existing primary disability. Lastly we will examine the role of social skills and interventions based on learning and developing social skills.

Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC6079 Assessment, Programming and Intervention in Behaviour Problems
University of Newcastle
This course provides students with exposure to both research and practice that emphasise the importance of taking the extra time to ensure that assessment is accurate and thorough and that programming is based on sound assessment, including the use of appropriate data gathering methods together with clear planning and evaluation methods.
Course Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC6080 Whole School Approaches to supporting student behaviour
University of Newcastle
This course provides a specialist study in the area of whole school support for students with behaviour problems.  It increases an understanding of the range of behaviour services available to support students with behaviour problems. This course is important for teachers in this field, as well as an understanding of specific techniques to use in behaviour interventions.
Coordinator and lecturer special education courses 1/2/2007 - 31/12/2020
EDUC4060 Special Education Internship
University of Newcastle
Requires the student to undertake 50 days of full time school based experience in different special education settings. The Intern will be responsible for half the colleague teacher's teaching load. In addition, Interns will be expected to interact within the school and its community
Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC3026 Special Education
University of Newcastle
This course introduces students to issues, policies and practices relating to the provision of effective inclusive education that meets the diverse learning needs of all students, including those with disabilities and difficulties in learning. During the course students will develop the skills required for collaborating with families and other professionals, for assessing and monitoring student learning, and for making reasonable adjustments so that all students have access to learning
Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC4065 Supporting Behaviour Change
University of Newcastle
Develops knowledge and understanding of the behavioural needs of students and intervention approaches that may be used to support behaviour change. Specifically, the subject will demonstrate: a knowledge of the contextual factors in identifying and assessing behaviour needs; an ability to conduct screening and assessment techniques that lead to informed intervention procedures; a knowledge of, and ability to implement, alternate intervention approaches; an ability to use collaborative and consultancy skills in working with students, staff and parents. The subject forms part of a group of subjects that students seeking an additional accreditation as a special education teacher are required to complete within their double degree program.
Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC6086 Education of Students with Behaviour Problems
University of Newcastle
Examines theory and research on the continuum of behaviour problems from minor disturbing behaviours to emotional disturbance. The content will cover the range of settings in which behaviour problems can occur including the regular classroom and specialist settings. Specific behaviour disorders will be examined with emphasis on the relation between research and practice.
Coordinator and lecturer 26/2/2018 - 31/12/2020
EDUC4002 Meeting special needs in diverse social and educational contexts
University of Newcastle
This course will develop knowledge of school and systemic contexts which impact upon service delivery in special education. Specifically, students will examine the range of settings for special education, ethical, legal and interpersonal issues which must be considered, and the range of curriculum content available to students with special educational needs in diverse contexts
Coordinator and lecturer 26/2/2018 - 31/12/2020


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

Chapter (1 outputs)

Year Citation Altmetrics Link
2017 Conway R, Foggett JL, 'Encouraging positive interactions', Inclusion in Action, Cengage Learning Australia, South Melbourne 245-298 (2017)

Journal article (5 outputs)

Year Citation Altmetrics Link
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]

© 2019 Social Science Press. In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspecti... [more]

© 2019 Social Science Press. 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.

DOI 10.14221/ajte.2019v44n8.4
Citations Scopus - 1Web of Science - 1
Co-authors Jill Duncan, Kerry Dally
2019 Damianidou D, Foggett J, Wehmeyer ML, Arthur-Kelly M, 'Features of employment-related technology for people with intellectual and developmental disabilities: A thematic analysis', Journal of Applied Research in Intellectual Disabilities, 32 1149-1162 (2019) [C1]

© 2019 John Wiley & Sons Ltd Background: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support empl... [more]

© 2019 John Wiley & Sons Ltd Background: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support employment-related outcomes for people with intellectual and developmental disabilities. Method: Thematic analysis was employed on a published research base of 41 studies obtained through a larger scoping review of the literature on the same topic. Results: The thematic analysis identified 109 technology features categorized into 14 main categories of features, which were grouped into three over-arching categories, Output, Input and General Features. The majority of the studies comprised ¿Output¿ features with ¿Audio¿ features being the most frequent category. Studies using more sophisticated technology incorporated a wider range of features and a larger number of references. Conclusions: Further investigation regarding the association of specific technology features with the enhancement of various cognitive functions will assist the decision making and technology selection process.

DOI 10.1111/jar.12604
Citations Scopus - 1
Co-authors Michael Arthur-Kelly
2018 Damianidou D, Foggett J, Arthur-Kelly M, Lyons G, Wehmeyer ML, 'Effectiveness of Technology Types in Employment-Related Outcomes for People with Intellectual and Developmental Disabilities: an Extension Meta-analysis', Advances in Neurodevelopmental Disorders, 2 262-272 (2018) [C1]
DOI 10.1007/s41252-018-0070-8
Co-authors Michael Arthur-Kelly
2016 Khairuddin KF, Dally K, Foggett J, 'COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS IN MALAYSIA', Journal of Research in Special Educational Needs, 16 909-913 (2016) [C1]
DOI 10.1111/1471-3802.12230
Co-authors Kerry Dally
2011 Dempsey IJ, Christenson-Foggett JL, 'External mentoring support for early career special education teachers', Australasian Journal of Special Education, 35 61-71 (2011) [C1]
DOI 10.1375/ajse.35.1.61
Citations Scopus - 8Web of Science - 2
Show 2 more journal articles

Conference (1 outputs)

Year Citation Altmetrics Link
Co-authors Kerry Dally

Grants and Funding


Number of grants 2
Total funding $26,712

Click on a grant title below to expand the full details for that specific grant.

20201 grants / $24,712

Supporting Quality Teaching at Kotara School$24,712

Funding body: Kotara School

Funding body Kotara School
Project Team Doctor Leanne Fray, Laureate Professor Jennifer Gore, Associate Professor Jess Harris, Doctor Drew Miller, Doctor Judith Foggett, Doctor Carl Leonard
Scheme Research Grant
Role Investigator
Funding Start 2020
Funding Finish 2021
GNo G2001056
Type Of Funding C2220 - Aust StateTerritoryLocal - Other
Category 2220

20171 grants / $2,000

International Conference on Eduction & New Developments (END) Lisbon, Portugal, 24-26 June 2017$2,000

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team

Dr Judith Foggett

Scheme Travel Grant
Role Lead
Funding Start 2017
Funding Finish 2017
Type Of Funding Internal
Category INTE

Research Supervision

Number of supervisions


Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2020 Masters School Communities’ Perspective on how Primary Schools in NSW use the Disability Education Standards 2005 to Implement Inclusive Education for all Students M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor
2020 PhD Curriculum Design and Provision for Secondary-aged Students with Significant and Complex Needs in Australian Schools for Specific Purposes PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2019 PhD Mapping the Features of Applied Cognitive Technology for Individuals with Intellectual and Developmental Disabilities PhD (Psychology - Science), Faculty of Science, The University of Newcastle Co-Supervisor
2019 PhD Evaluating the Implementation of Evidence-Based PBL Support Strategies: Classroom and Behaviour Management PhD (Education), Faculty of Education and Arts, The University of Newcastle Principal Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2019 PhD Teacher Professional Development and Learning to Support Students with Intellectual Disability and Challenging Behaviour: A Study in Special Education Settings in Vietnam PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor

Dr Judith Foggett


Special Education
School of Education
Faculty of Education and Arts

Focus area


Contact Details

Email judith.foggett@newcastle.edu.au
Phone (02) 4921 7154
Fax (02) 4921 6939


Room SE24
Building Special Education Centre
Location Callaghan
University Drive
Callaghan, NSW 2308