In this episode, Sally Goodfellow, Deputy Principal, shares how over 10-years, she has been a driving force in leading inclusive education reform at her school. Sally speaks candidly about how to set a vision, engage in important (but sometimes difficult) conversations, build and foster relationships, and sustain practice through implementation.

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The Centre for Inclusive Education (C4IE) HDR Support Network was established as a C4IE research training initiative in 2020. The C4IE HDR Support Network aims to foster a culture of HDR research excellence through peer and academic member connections. At the AARE Conference Symposium, four doctoral students from the HDR Support Network shared their experiences of the Network, which has provided a lifeline of engagement and support during and post pandemic disruptions. In this episode, HDR Support Group Members Haley Tancredi, Lara Maia-Pike, Elise Bray and Julie Arnold share how the Network has supported them to strive for HDR inclusive education research excellence.

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Loren Swancutt is an inclusive educator and school leader who has worked in both primary and secondary schools. She has led inclusive school reform and is an innovator and leader in the areas of Universal Design for Learning (UDL), inclusive instructional design, and the design and implementation of reasonable adjustments. She is the national convener of the School Inclusion Network for Educators (SINE), an online network of over 4000 Australian inclusive educators. Loren is presently a Doctor of Education (EdD) student at QUT’s Centre for Inclusive Education where she is investigating systematic ways that teachers can include students with complex learning profiles in grade-level, academic curriculum alongside their peers. 

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Deb commenced her career as a high school teacher but has more recently held roles in career counselling, both in schools and higher education settings.  

In her doctoral studies, Deb is investigating the ways in which care work impacts upon women’s higher education decision-making processes. While much has been learned about the ways in which persistent gender inequities hinder women’s career opportunities and thus economic advancement, less is understood about the ways in which the unequal distribution of care work limits women’s choices with regard to furthering their education. Carer responsibilities frequently impact on educational decision-making processes in ways which are little understood.  

A mixed methods research approach with an Exploratory Sequential Design will be utilised. Through her research, Deb hopes to contribute to better understandings of the factors which effect women’s higher education decision-making processes and may influence the way in which higher education institutions and policy makers encourage women with caring responsibilities to participate in university study. It may also inform strategies through which women can more effectively prepare to engage in non-traditional ways of tackling the challenges that might prevent them from achieving their educational aspirations. 

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Dr Liam Smith is an education leader with nearly 30 years of experience working and leading in Queensland state schools. Liam completed a doctorate in education (Ed.D) in 2012, focused on anti-discrimination measures.

In this episode of Making Inclusion Happen, Dr Liam Smith shares his experiences as a HDR student and the impact that his higher degree research has contributed to his professional role. This episode is a must listen! Liam’s passion and drive to ensure all schools are well-positioned to provide high-quality and inclusive learning opportunities for students certainly shines through in this interview.

Listeners who are interested in reading more about Dr Smith’s research can access his doctoral thesis vis QUT ePrints: Inclusion, schools and anti-discrimination law : parents' experiences and inclusion.

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Elise Bray is a primary school and early childhood educator who commenced her doctoral studies in 2021. In her PhD, Elise is investigating the experiences of students with ASD in contemporary flexible learning spaces.

She is using a qualitative approach to research the interactions of the students with their peers, teachers, and their learning environment. She is interested in the perspectives of students and students’ experiences of potential barriers or enablers in learning environments. Elise hopes that her research will provide insights that can inform future changes in policy and practice, importantly addressing the need to prioritise student voice in teaching, learning and educational design considerations.

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Inclusive education is a fundamental human right that enables all other rights.

Members of The Centre for Inclusive Education (C4IE) at QUT conduct high-quality research that aims to support students, educators, parents, academics, allied health professionals, policy officers, public servants, and politicians to have the requisite knowledge and skills to achieve the systemic reform needed to implement genuine inclusive education.

In this podcast, C4IE Research Program Co-Leaders, along with host Haley Tancredi, share conversations with C4IE Members, C4IE Partners, and authors from the best-selling book Inclusive Education for the 21st Century: Theory, Policy and Practice.

Listen as we debate some of the misconceptions about what inclusion is (and is not), gain a deeper understanding of the world-leading research being conducted by C4IE researchers, and discuss evidence-based practices that support engagement and learning for all students.

Associate Professor Jennifer Alford and Dr Francis Bobongie-Harris are both members of The Centre for Inclusive Education. Jen and Francis have both worked as teachers and they have expertise in culturally diverse learners. To learn more about Jen and Francis' research, check out QUT ePrints, where you can access scholarly research. Jen’s ePrints can be accessed here and

Francis' ePrints are linked here. You may also be interested in a current project that Francis is currently leading, titled Development of an Indigenous Methodological Framework: Initiating an Indigenous Language Program in an Early Learning Centre in Regional Queensland. Jen is also a current ARC DECRA recipient and her research project is titled Enhancing critical reading with migrant and refugee-background youth.

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Inclusive education is a fundamental human right that enables all other rights.

Members of The Centre for Inclusive Education (C4IE) at QUT conduct high-quality research that aims to support students, educators, parents, academics, allied health professionals, policy officers, public servants, and politicians to have the requisite knowledge and skills to achieve the systemic reform needed to implement genuine inclusive education.

In this podcast, C4IE Research Program Co-Leaders, along with host Haley Tancredi, share conversations with C4IE Members, C4IE Partners, and authors from the best-selling book Inclusive Education for the 21st Century: Theory, Policy and Practice.

Listen as we debate some of the misconceptions about what inclusion is (and is not), gain a deeper understanding of the world-leading research being conducted by C4IE researchers, and discuss evidence-based practices that support engagement and learning for all students.

Associate Professor Jenna Gillett-Swan is the C4IE Health & Wellbeing Program Co-Leader. She conducts research in the areas of student rights, participation, and voice.

To learn more about Jenna's research, check out QUT ePrints, where you can access scholarly research.

In the podcast, Jenna mentioned her recent paper with Professor Laura Lundy, Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few?

Listeners might also be interested in this C4IE Practice Guide: Student Driven School Change.

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