Using hope theory to understand changes from professional learning in inclusive education von Park, Eunjae, McKay, Loraine, Carrington, Suzanne, Harper‐Hill, Keely

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Teacher engagement in professional learning: what makes the difference to teacher practice? von Harper-Hill, Keely, Beamish, Wendi, Hay, Stephen, Whelan, Michael, Kerr, Jeremy, Zelenko, Oksana, Villalba, Clare

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Improved acoustics puts students on the autism spectrum in a better position to learn, but they still have to learn von Wilson, Wayne J., Harper-Hill, Keely, Armstrong, Rebecca, Downing, Cerys, Perrykkad, Kelsey, Rafter, Mary, Ashburner, Jill

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Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applications von Wilson, Wayne J., Harper-Hill, Keely, Downing, Cerys, Armstrong, Rebecca, Perrykkad, Kelsey, Rafter, Mary, Ashburner, Jill

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Evidence of transformative leadership for inclusive practice von Carrington, Suzanne, Park, Eunjae, McKay, Loraine, Saggers, Beth, Harper-Hill, Keely, Somerwil, Tammy

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What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum?... von Carrington, Suzanne, Saggers, Beth, Webster, Amanda, Harper-Hill, Keely, Nickerson, Julie

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Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? von Harper-Hill, Keely, Copland, David, Arnott, Wendy

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Integrated Co-design: A Model for Co-designing with Multiple Stakeholder Groups from the ‘Fuzzy’ Front-end to Beyond Project Delivery von Kerr, Jeremy Arthur Stuart, Whelan, Michael, Zelenko, Okansa, Harper-Hill, Keely, Villalba, Clare

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A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum Disorder von Wilson, Wayne J, Harper-Hill, Keely, Armstrong, Rebecca, Downing, Cerys, Perrykkad, Kelsey, Rafter, Mary, Ashburner, Jill

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Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? von Harper-Hill, Keely, Copland, David, Arnott, Wendy

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Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers von Harper-Hill, Keely, Copland, David, Arnott, Wendy

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Living our moral purpose: Inclusive practices at Baringa State Primary School von Keely Harper-Hill, Sheldon Boland, Kelly Gorham, Suzanne Carrington, Noel Baggs

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Improved Signal-to-Noise Ratio and Classroom Performance in Children with Autism Spectrum Disorder: a Systematic Review von van der Kruk, Yolanda, Wilson, Wayne J., Palghat, Kelsey, Downing, Cerys, Harper-Hill, Keely, Ashburner, Jill

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