Dr Judith Foggett

Lecturer

School of Education (Education)

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

Career Summary

Biography

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.

Qualifications

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

Keywords

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

Professional Experience

UON Appointment

Title	Organisation / Department
Lecturer	University of Newcastle School of Education Australia
Lecturer	University of Newcastle School of Education Australia

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 Australia

Teaching

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

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Publications

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 (6 outputs)

Year

Citation

Altmetrics

Link

2020

Damianidou D, Arthur-Kelly M, Foggett J, Beh E, Eidels A, 'Associating Cognitive Functions with Technology Features Used to Support Employment for People with Intellectual and Developmental Disability', Advances in Neurodevelopmental Disorders, 4 413-429 (2020) [C1]

DOI	10.1007/s41252-020-00164-9
Citations	Scopus - 1
Co-authors	Michael Arthur-Kelly, Eric Beh, Ami Eidels

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 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 - 2
Co-authors	Kerry Dally, Jill Duncan

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 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 - 3
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
Citations	Scopus - 9
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
Citations	Scopus - 1
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 - 9Web of Science - 2

Show 3 more journal articles

Conference (1 outputs)

Year

Citation

Altmetrics

Link

2017

Foggett JL, Conway R, Dally K, 'WHOLE SCHOOL SYSTEMS FOR ENGAGING STUDENTS IN LEARNING AND IMPROVED BEHAVIOUR', Lisbon, Portugal (2017)

Co-authors	Kerry Dally

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Grants and Funding

Summary

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
UON	Y

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
GNo
Type Of Funding	Internal
Category	INTE
UON	N

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Research Supervision

Number of supervisions

Completed2

Current7

Current Supervision

Commenced	Level of Study	Research Title	Program	Supervisor Type
2021	Masters	An Individual Mapping of Children Diagnosed with Autism Spectrum Disorder; Identifying the Severity Level of Each Trait and How Each Trait Impacts Daily Lives	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2021	PhD	Project on Pedagogical Approaches for Students with Special Learning Needs	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2021	PhD	Teaching with Dynamic Intention: Examination of the Efficacy and Appropriateness of Using A Model of 'Inclusive" Behaviour Management System (BMS) by applying The Nurtured Heart Approach NHA in the classroom	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
2021	Masters	The Impact of Early Diagnosis and Intervention on Academic Achievement For Children on the Autism Spectrum	M Philosophy (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor
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), College of Human and Social Futures, 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), College of Human and Social Futures, The University of Newcastle	Co-Supervisor
2019	PhD	Evaluating the Implementation of Evidence-Based PBL Support Strategies: Classroom and Behaviour Management	PhD (Education), College of Human and Social Futures, The University of Newcastle	Principal Supervisor

Past Supervision

Year	Level of Study	Research Title	Program	Supervisor Type
2020	PhD	Mapping the Features of Applied Cognitive Technology for Individuals with Intellectual and Developmental Disabilities	PhD (Psychology - Science), College of Engineering, Science and Environment, The University of Newcastle	Co-Supervisor
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), College of Human and Social Futures, The University of Newcastle	Co-Supervisor

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