Dr Poulomee Datta - Nat Sch of Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Dr. Poulomee Datta is working as an Early Career Academic (Lecturer) in Special and Inclusive Education at the Australian Catholic University, Brisbane campus. Prior to this, she worked in diverse positions - Mainstream Teacher, Special Education Teacher, University Lecturer and a Research Assistant. Her record of scholarly achievement at the University is evident from the number of research projects she worked in (four of these are complete), the research grants (four in number) that she was successful in winning through (as part of a team) and her journal publications in the field of special education, teacher education and higher education. She has worked in research projects designed to improve the educational outcomes for students with special educational needs and disabilities. She was the recipient of two research awards, 'Outstanding Student Publication Award' in 2011 at the School of Education, University of Adelaide and 'Research Capacity Building Award' in 2015 at the Australian Catholic University, for her active contribution to research in the discipline.
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- Evidence-Based differentiation strategies to support students with Autism Spectrum Disorder in secondary schools (Master) (Principal Supervisor)
- Independence levels of children with Autism Spectrum Disorder: Effects of age, IQ and Adaptive Behaviour Score (Master) (Principal Supervisor)
- The TEACCH Program and teachersa?? wellbeing supporting students with Autism Spectrum Disorder (Master) (Principal Supervisor)
- The educational vision of Fetullah Gulen as interpreted in two Australian schools (PhD) (Associate Supervisor)
- Educators' perceptions of the inclusion of students with Autism Spectrum Disorder in mainstream schools (PhD) (Associate Supervisor)
The impact of support services on studentsa?? test anxiety: A focus on vision impairment and intellectual disability, in International Journal of Inclusive Education
The impact of vision impairment on students' self-concept. , in International Journal of Inclusive Education
Insights into the support services for students with vision impairment. , in Australasian Journal of Special Education
An exploration into the support services for students with a mild intellectual disability , in International Journal of Inclusive Education, 19(3), 235-249.
Student perspectives on the quality of pedagogical engagement in a transnational academic programme in Singapore, in Higher Education Review, 47(1), 77-92.
Test anxiety research: Students with vision impairments and students with intellectual disabilities, in International Journal of Special Education, 29(2), 68-74.
Sex education in South Australia: The perspectives of pre-service teachers, in M.C. Kenny (Ed.), Sex Education: Attitude of Adolescents, Cultural Differences and Schools' Challenges. New York: Nova Science Publishers.
Students with intellectual disabilities: Insights, implications and recommendations, in Springer Publishers
Self-concept and vision impairment: A review, in The British Journal of Visual Impairment, 32(3), 200-210.
Australian higher education and the Course Experience Questionnaire: Insights, implications and recommendations, in Australian Universities Review, 55(1), 27-35.
Test anxiety: Benign or malignant for students with vision impairment? , in Disability Studies Quarterly, 33(3).
Is test anxiety a peril for students with intellectual disabilities?, in Journal of Intellectual Disabilities, 17(2), 121-132.
Sex education in South Australia: The past and the present, in Sex Education: Sexuality, Society and Learning, 13(1), 107-116
An exploration into self-concept of the adolescents with visual impairment in India, in Educational Quest a?? An International Journal of Education and Applied Social Sciences, 3(2), 163-170.
Insights into self-concept of the adolescents who are visually impared in India, in International Journal of Special Education, 27(2), 86-93.
Curriculum policies for students with special needs in Australia, in International Journal of Special Education, 27(3), 36-44.
An exploration into self-concept: A comparative analysis between the adolescents who are sighted and blind in India, in The British Journal of Visual Impairment, 30(1), 31-41.
Insights into the school reporting policies across Australia for students with special needs , in Curriculum and Teaching, 26(2), 73-83.
Insights into the school assessment policies across Australia for students with special needs, in Learning and Teaching: an international journal in classroom pedagogy, 4(2), 85-97.