Amanda Webster
Dados Biográficos
| ID | 6328004 |
|---|---|
| NOME | Amanda Webster |
| PRENOMES | Amanda |
| SOBRENOME | Webster |
| ASSINATURA | WEBSTER A |
| AFILIAÇÕES | University of Wollongong |
| ORCID | 0000-0003-2976-4752 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Facilitators and barriers to Latino/a adolescents' help‐seeking behaviors
Latino/a adolescents report worse mental health than other ethnic–racial groups in the United States, including elevated depressive symptoms and anxiety, yet they remain less likely to access mental health services. Negative perception about mental health within Latino/a communities, shaped by negative beliefs about mental illness and limited knowledge of treatment, poses significant obstacles to care. Low mental health literacy, including poor u…
Understanding the experiences of neurodivergent research students
Research on neurodivergent students in Higher Education has increased but primarily focuses on coursework students, overlooking those in research degrees. To address this gap, we conducted a systematic review about the experience of neurodivergent research students which included a mix of empirical research and reflections on lived experience. Our analysis of 31 included articles identified eight key themes shaping these students’ journeys: (1) a…
Transition support for students on the autism spectrum
Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non‐matched Australia‐wide sample of 167 educators, 680 parents and 142 education/therapy specialists was surveyed. Results indicated that s…
Decision-making regarding adjustments for students with special educational needs in mainstream classrooms
The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Including students with autism in schools
In the last two decades there has been a rapid increase in the number of students with autism who are enrolled in mainstream schools. Since the publication of the Salamanca Statement in 1994, the right to inclusive education for all children, including those with disabilities, has been increasingly recognised. This has created tensions and challenges in schools as staff struggle to meet the unique needs of these students and their families. Previ…
Implementing the school-wide autism competency model to improve outcomes for students on the autism spectrum
The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive school cultures, implement evidence-based strategies, and improve outcomes for students on the autism…
Decision-making regarding adjustments for students with special educational needs in mainstream classrooms
The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to…
Including students with autism in schools
In the last two decades there has been a rapid increase in the number of students with autism who are enrolled in mainstream schools. Since the publication of the Salamanca Statement in 1994, the right to inclusive education for all children, including those with disabilities, has been increasingly recognised. This has created tensions and challenges in schools as staff struggle to meet the unique needs of these students and their families. Previ…
Implementing the school-wide autism competency model to improve outcomes for students on the autism spectrum
The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive school cultures, implement evidence-based strategies, and improve outcomes for students on the autism…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Including students with autism in schools
In the last two decades there has been a rapid increase in the number of students with autism who are enrolled in mainstream schools. Since the publication of the Salamanca Statement in 1994, the right to inclusive education for all children, including those with disabilities, has been increasingly recognised. This has created tensions and challenges in schools as staff struggle to meet the unique needs of these students and their families. Previ…
Implementing the school-wide autism competency model to improve outcomes for students on the autism spectrum
The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive school cultures, implement evidence-based strategies, and improve outcomes for students on the autism…
Transition support for students on the autism spectrum
Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non‐matched Australia‐wide sample of 167 educators, 680 parents and 142 education/therapy specialists was surveyed. Results indicated that s…
Decision-making regarding adjustments for students with special educational needs in mainstream classrooms
The aim of the current study was to examine how decisions are made and who is involved in decision-making regarding provision of adjustments for students with special educational needs in Australian mainstream schools. A total of 107 stakeholders were interviewed across 22 schools. Participation in decision-making varied, with students the least likely to be involved. There was variation in the degree and nature of collaboration and the degree to…
Understanding the experiences of neurodivergent research students
Research on neurodivergent students in Higher Education has increased but primarily focuses on coursework students, overlooking those in research degrees. To address this gap, we conducted a systematic review about the experience of neurodivergent research students which included a mix of empirical research and reflections on lived experience. Our analysis of 31 included articles identified eight key themes shaping these students’ journeys: (1) a…
Facilitators and barriers to Latino/a adolescents' help‐seeking behaviors
Latino/a adolescents report worse mental health than other ethnic–racial groups in the United States, including elevated depressive symptoms and anxiety, yet they remain less likely to access mental health services. Negative perception about mental health within Latino/a communities, shaped by negative beliefs about mental illness and limited knowledge of treatment, poses significant obstacles to care. Low mental health literacy, including poor u…
Pedagogy (5 obras) · Psychology (5 obras) · Autism (4 obras) · Autism Spectrum Disorder Research (4 obras) · Developmental psychology (4 obras) · Family and Disability Support Research (4 obras) · Autism spectrum disorder (3 obras) · Behavioral and Psychological Studies (3 obras) · Mainstream (3 obras) · Mainstreaming (3 obras)