Citations (14)
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Michael Arthur-Kelly, Genevieve Farrell, Tania De Bortoli, Gordon Lyons, Frank Hinchey, Fuk Chuen Ho, Watinee Opartkiattikul, Fran Baker & Warren Fairfax. (2017) The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours. International Journal of Disability, Development and Education 64:2, pages 131-149.
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Nicholas Behn, Leanne Togher & Emma Power. (2015) Experiences from a communication training programme of paid carers in a residential rehabilitation centre for people with traumatic brain injury. Brain Injury 29:13-14, pages 1554-1560.
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Tania De Bortoli, Michael Arthur-Kelly, Phil Foreman, Susan Balandin & Bernice Mathisen. (2011) Complex contextual influences on the communicative interactions of students with multiple and severe disabilities. International Journal of Speech-Language Pathology 13:5, pages 422-435.
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Meredith Prain, Keith McVilly, Paul Ramcharan, Sally Currie & John Reece. (2010) Observing the behaviour and interactions of adults with congenital deafblindness living in community residences. Journal of Intellectual & Developmental Disability 35:2, pages 82-91.
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Tania De Bortoli, Michael Arthur-Kelly, Bernice Mathisen, Phil Foreman & Susan Balandin. (2010) Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school. Disability and Rehabilitation 32:13, pages 1059-1072.
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Articles from other publishers (9)
Bea Maes, Anneleen Penne & Katrijn Vastmans. (2020) De l’éducation des élèves présentant un polyhandicap (PIMD). La nouvelle revue - Éducation et société inclusives N° 88:1, pages 121-134.
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Eve Müller, Danielle Pouliot Evans, Nancy Frasché, Ann Kern & Israelle Resti. (2018) Stakeholder perceptions of the impact of individualized electronic “Communication Stories” on workplace communication. Journal of Vocational Rehabilitation 48:1, pages 11-25.
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Efrat Selanikyo, Shira Yalon-Chamovitz & Naomi Weintraub. (2016) Enhancing classroom participation of students with intellectual and developmental disabilities. Canadian Journal of Occupational Therapy 84:2, pages 76-86.
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Jennifer Stephenson & Mark Carter. (2015) Improving Educational Planning for Students With Severe Disabilities: An Evaluation of School-Based Professional Learning. Australasian Journal of Special Education 39:1, pages 2-14.
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Umesh Sharma. 2014. Special Education International Perspectives: Practices Across the Globe. Special Education International Perspectives: Practices Across the Globe
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P. Foreman, M. Arthur-Kelly, D. Bennett, J. Neilands & K. Colyvas. (2014) Observed changes in the alertness and communicative involvement of students with multiple and severe disability following in-class mentor modelling for staff in segregated and general education classrooms. Journal of Intellectual Disability Research 58:8, pages 704-720.
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Fuk‐chuen Ho & Michael Arthur‐Kelly. (2013)
An evaluation of the collaborative mode of professional development for teachers in special schools in
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. British Journal of Special Education 40:1, pages 22-32.
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K. Bunning, C. Smith, P. Kennedy & C. Greenham. (2011) Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions. Journal of Intellectual Disability Research 57:1, pages 39-52.
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Jennifer StephensonMark Carter & Michael Arthur-Kelly. (2010) Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34:1, pages 7-20.
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