Christopher S Rayner
Biographic Data
| ID | 7548024 |
|---|---|
| NAME | Christopher S Rayner |
| GIVEN NAMES | Christopher S |
| FAMILY NAME | Rayner |
| SIGNATURE | RAYNER C S |
| AFFILIATIONS | University of Tasmania |
| ORCID | 0000-0001-6335-6379 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
From research to reality
Many teachers are sporadic in using evidence‐based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision‐making processes of teachers. Through the development of a new survey tool, the Evidence‐Based Practice Innovation Survey (EBPIAS), an exploration of the decision‐ma…
Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana
Mapping the evidence-based research on Ghana’s inclusive education to policy and practices
For the past 15 years (2003–2018), Ghana has followed international frameworks and taken steps to implement inclusive education. This has triggered research that seeks to assess effectiveness of practices by documenting the perspectives and experiences of key stakeholders such as parents and other educators. This study took stock of the research evidence to appraise the effectiveness of inclusive education practices, identify gaps in the literatu…
Children with autism in a sport and physical activity context
Sport and physical activity contexts are entrenched with ableist perspectives which view disability as abnormal or negative. Consequently, those who deviate from cultural norms may experience inequity, exclusion, stigmatisation, non-accidental violence and maltreatment. Despite the commitment to ensuring sport and physical activity is safe and inclusive through policies and programmes, more knowledge is needed about the welfare-related experience…
Children with autism in a sport and physical activity context
Sport and physical activity contexts are entrenched with ableist perspectives which view disability as abnormal or negative. Consequently, those who deviate from cultural norms may experience inequity, exclusion, stigmatisation, non-accidental violence and maltreatment. Despite the commitment to ensuring sport and physical activity is safe and inclusive through policies and programmes, more knowledge is needed about the welfare-related experience…
Children with autism in a sport and physical activity context
Sport and physical activity contexts are entrenched with ableist perspectives which view disability as abnormal or negative. Consequently, those who deviate from cultural norms may experience inequity, exclusion, stigmatisation, non-accidental violence and maltreatment. Despite the commitment to ensuring sport and physical activity is safe and inclusive through policies and programmes, more knowledge is needed about the welfare-related experience…
From research to reality
Many teachers are sporadic in using evidence‐based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision‐making processes of teachers. Through the development of a new survey tool, the Evidence‐Based Practice Innovation Survey (EBPIAS), an exploration of the decision‐ma…
Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana
Mapping the evidence-based research on Ghana’s inclusive education to policy and practices
For the past 15 years (2003–2018), Ghana has followed international frameworks and taken steps to implement inclusive education. This has triggered research that seeks to assess effectiveness of practices by documenting the perspectives and experiences of key stakeholders such as parents and other educators. This study took stock of the research evidence to appraise the effectiveness of inclusive education practices, identify gaps in the literatu…
Developmental psychology (3 works) · Pedagogy (3 works) · Psychology (3 works) · Social Psychology (3 works) · Disability Rights and Representation (2 works) · Sociology (2 works) · Special education (2 works) · Applied Psychology (1 work) · Autism (1 work) · Autism Spectrum Disorder Research (1 work)