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Evaluation of the Language Acquisition Through Motor Planning (LAMP) program with children with autism spectrum disorders (ASD)

This report presents the findings of an evaluation of the Language Acquisition through Motor Planning (LAMP) program - a program which is designed to develop symbolic communication for individuals with autism through the use of a high-tech alternative and augmentative communication (AAC) device.

Facilitating the learning of all students: the ‘professional positive’ of inclusive practice in Australian primary schools

This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices to make Australian schools as inclusive as possible.

Going to Court over Education: Researcher as Expert Witness

This article seeks to explore the growing number of complaints that have been made against Australian education authorities over the language of instruction used to teach deaf children.

How to use the Parental Attitudes to Inclusion scale as a teacher tool to improve parent-teacher communication

This study considers one way to make more productive use of information in a recognised survey instrument, the Parental Attitudes to Inclusion (PATI) scale and, thus, to enhance inclusive classroom practice for students with special needs.

Identifying skills for promoting successful inclusion in kindergarten

This article seeks to explore the essential skills required for successful integration of children with disability into kindergarten.

Inclusion in early childhood services: ongoing challenges

This article provides a brief summary of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.

Inclusion in PK‐12: an international perspective

To investigate inclusion across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA.

Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia

This paper presents the views and perceptions of primary school teachers from New South Wales and South Australia about inclusive education. The teachers reported both benefits and obstacles of having students with special needs in their classrooms.

Inclusion smoothing the pathways into the regular classroom

This report describes an experiment regarding inclusive education, as well as the methodology and resultant advantages to such an approach.

Inclusive and empowering discourse in an early childhood literacy classroom with Indigenous students

This paper describes a school teacher's strategies that contributed significantly to the academic development of Indigenous students. Good teacher-student relationships and inclusive approach were key to success.

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Research to Action Guides

  • A Guide for disability practitioners, schools, employers and young people looking to make the transition from school to employment in Australia....
  • The Culturally Proficient Service Delivery Research to Action Guide has been developed to assist in the provision of accessible, appropriate and effective disab...