Jill Duncan
Biographic Data
| ID | 5000782 |
|---|---|
| NAME | Jill Duncan |
| GIVEN NAMES | Jill |
| FAMILY NAME | Duncan |
| SIGNATURE | DUNCAN J |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-5936-2482 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring the experiences of undergraduate students with disability who withdraw from university studies
University students with disability have significantly lower retention and completion rates than students without disability. A better understanding of the factors, whether institutional, academic, or personal, that contribute to their decision to withdraw from university is crucial for increasing the retention of students with disability. Few studies have accessed the voices of students with disability who voluntarily withdrew from their univers…
Curriculum in conflict
This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of t…
Experiences and challenges of students with disability in Australian universities
Successful participation in higher education can be life-altering. Although people with disability are attending university globally in increasing numbers, they continue to be underrepresented and have significantly lower retention and completion rates than their peers without disability. This scoping review aimed to examine the most recent studies investigating the experiences and challenges of students with disability in Australian universities…
Augmentative and Alternative Communication and Sign Language for Deaf+ Individuals
With approximately 40–50% of deaf and hard of hearing (DHH) individuals also having a disability, complex communication needs are particularly prevalent in this population. Augmentative and alternative communication (AAC) systems can address these complex communication needs, support language acquisition, and facilitate communicative engagement. This article examines (a) the role of AAC in supporting DHH individuals with disabilities (DHH+), (b) …
School autonomy and discrimination against students with disability in Australian primary and secondary education settings
It is unlawful under the Disability Discrimination Act 1992 (Cth) for Australian schools to discriminate against students based on disability. Yet discrimination against students with disability is on the increase in Australian schools, and so is the decentralisation and autonomy of schools. This scoping review set out to determine what evidence exists of an association between school autonomy and discrimination against students with disability, …
Deaf role-models for Deaf children in hearing families
The use of Deaf role-models (DRMs) with Deaf children born into hearing families is a practice aimed at improving outcomes for Deaf children, yet there is little peer-reviewed research available to influence future direction of such. This scoping review directs attention to available research on DRMs as a socio-linguistic and cultural viewpoint for balancing a predominantly audiological approach for early intervention for Deaf children. Systemati…
Social capital and identity of d/Deaf adolescents
The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents’ experiences as a way of augmenting the adolescents’ responses. This study used a social capital framework to explore various aspects of the adolescents’ lives and ascertained factors that facilitated or diminis…
Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties
The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping revie…
Social Capital, Loneliness, and Peer Relationships of Adolescents who are Deaf or Hard of Hearing
There are many documented benefits of social capital to adolescents in general, and for young people who are deaf or hard of hearing social capital can potentially have a buffering effect against adverse life outcomes. Using the Loneliness and Social Dissatisfaction Questionnaire ( Asher et al., 1984; Cassidy & Asher, 1992) and the Looman Social Capital Scale ( Looman, 2006), this research investigated changes in levels of social capital and lone…
Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia
Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a …
Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia
The introduction of a National Disability Insurance Scheme (NDIS) in Australia has changed the basis of service provision for people with disability. This mixed-methods study presents the experiences of parents of children with hearing loss during national rollout of the NDIS. Surveys were completed by 100 parents, with 57 parents reporting their child received NDIS funding. Individual interviews of seven parents in different locations provided f…
Systematic Review of Literature
Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are…
A Systematic Review of Services to DHH Children in Rural and Remote Regions
Auditory (Re)Habilitation for Adolescents with Hearing Loss
There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervention, some adolescents with hearing loss do not achieve age equivalent developmental milestones. The purpose of this book is to assist auditory (re)habilitation practitioners in mitigating the negative effects of hearing loss on communicative, socio-emotional, and academi…
Social capital and identity of d/Deaf adolescents
The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents’ experiences as a way of augmenting the adolescents’ responses. This study used a social capital framework to explore various aspects of the adolescents’ lives and ascertained factors that facilitated or diminis…
Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia
The introduction of a National Disability Insurance Scheme (NDIS) in Australia has changed the basis of service provision for people with disability. This mixed-methods study presents the experiences of parents of children with hearing loss during national rollout of the NDIS. Surveys were completed by 100 parents, with 57 parents reporting their child received NDIS funding. Individual interviews of seven parents in different locations provided f…
Auditory (Re)Habilitation for Adolescents with Hearing Loss
There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervention, some adolescents with hearing loss do not achieve age equivalent developmental milestones. The purpose of this book is to assist auditory (re)habilitation practitioners in mitigating the negative effects of hearing loss on communicative, socio-emotional, and academi…
A Systematic Review of Services to DHH Children in Rural and Remote Regions
Systematic Review of Literature
Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are…
Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia
Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a …
Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia
The introduction of a National Disability Insurance Scheme (NDIS) in Australia has changed the basis of service provision for people with disability. This mixed-methods study presents the experiences of parents of children with hearing loss during national rollout of the NDIS. Surveys were completed by 100 parents, with 57 parents reporting their child received NDIS funding. Individual interviews of seven parents in different locations provided f…
Social Capital, Loneliness, and Peer Relationships of Adolescents who are Deaf or Hard of Hearing
There are many documented benefits of social capital to adolescents in general, and for young people who are deaf or hard of hearing social capital can potentially have a buffering effect against adverse life outcomes. Using the Loneliness and Social Dissatisfaction Questionnaire ( Asher et al., 1984; Cassidy & Asher, 1992) and the Looman Social Capital Scale ( Looman, 2006), this research investigated changes in levels of social capital and lone…
Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties
The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping revie…
Social capital and identity of d/Deaf adolescents
The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents’ experiences as a way of augmenting the adolescents’ responses. This study used a social capital framework to explore various aspects of the adolescents’ lives and ascertained factors that facilitated or diminis…
School autonomy and discrimination against students with disability in Australian primary and secondary education settings
It is unlawful under the Disability Discrimination Act 1992 (Cth) for Australian schools to discriminate against students based on disability. Yet discrimination against students with disability is on the increase in Australian schools, and so is the decentralisation and autonomy of schools. This scoping review set out to determine what evidence exists of an association between school autonomy and discrimination against students with disability, …
Deaf role-models for Deaf children in hearing families
The use of Deaf role-models (DRMs) with Deaf children born into hearing families is a practice aimed at improving outcomes for Deaf children, yet there is little peer-reviewed research available to influence future direction of such. This scoping review directs attention to available research on DRMs as a socio-linguistic and cultural viewpoint for balancing a predominantly audiological approach for early intervention for Deaf children. Systemati…
Exploring the experiences of undergraduate students with disability who withdraw from university studies
University students with disability have significantly lower retention and completion rates than students without disability. A better understanding of the factors, whether institutional, academic, or personal, that contribute to their decision to withdraw from university is crucial for increasing the retention of students with disability. Few studies have accessed the voices of students with disability who voluntarily withdrew from their univers…
Curriculum in conflict
This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of t…
Experiences and challenges of students with disability in Australian universities
Successful participation in higher education can be life-altering. Although people with disability are attending university globally in increasing numbers, they continue to be underrepresented and have significantly lower retention and completion rates than their peers without disability. This scoping review aimed to examine the most recent studies investigating the experiences and challenges of students with disability in Australian universities…
Augmentative and Alternative Communication and Sign Language for Deaf+ Individuals
With approximately 40–50% of deaf and hard of hearing (DHH) individuals also having a disability, complex communication needs are particularly prevalent in this population. Augmentative and alternative communication (AAC) systems can address these complex communication needs, support language acquisition, and facilitate communicative engagement. This article examines (a) the role of AAC in supporting DHH individuals with disabilities (DHH+), (b) …
Psychology (12 works) · Medicine (7 works) · Developmental psychology (6 works) · Disability Education and Employment (5 works) · Inclusion and Disability in Education and Sport (5 works) · Political science (5 works) · Sociology (5 works) · Audiology (4 works) · Family and Disability Support Research (4 works) · Pedagogy (4 works)