SALLY CLENDON is a speech-language therapist who is passionate about communication and literacy for children with complex communication and learning needs. Sally completed her PhD in 2006 at the Centre for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. Sally works for Massey University where she teaches the Augmentative and Alternative Communication (AAC) course and coordinates the postgraduate program. Sally delivers workshops nationally and internationally with a focus on empowering communication partners to create optimal language and learning environments. Sally is one of the Co-Chairs of the International Society for Augmentative and Alternative Communication (ISAAC) Conference which will be held on the Gold Coast in July 2018, and is an Associate Editor for the AAC journal.
FIONA KENWORTHY has been practising as a speech-language therapist since 1999. She completed her Bachelors degree in speech-language therapy in New Zealand, receiving a research scholarship to investigate the relationship between speech and feeding difficulties. Fiona then worked in the UK in special schools and child development teams for 8 years, where she developed specialist skills in paediatric feeding and supporting communication in children with special needs. In addition to mainstream speech-language therapy training such as Hanen and Makaton, Fiona completed a PGCert in Advanced Clinical Research. On returning to NZ in 2007, Fiona worked for two years as a clinical supervisor on the University of Auckland MSc program. She established the private practice Small Talk Therapy which enabled her to focus on her main area of interest, providing a specialist service for children with Down syndrome. She trained in the Johansson Program in 2014, and has since completed her CAT1 accreditation to enable her to assess for and order augmentative and alternative communication systems for children. Fiona is a member of ATANZ Assistive Technology Alliance NZ. She continues to learn from peer supervision, special interest groups, online articles/lectures and most importantly, from the many inspiring and skilled families she works with.
ARUL HAMILL is a paediatric Occupational Therapist who owns and runs Paediatric Occupational Therapy. Arul has 23 years of Paediatric experience graduating with an NZOTR in 1988. Her training includes Sensory Integration theory and practice, Sensory Profile and Perceive Recall, Plan and Perform PRPP assessment and Intervention of Information Processing. She worked in Child Development teams from 1991 to 1999, before running a Private Practice from 2003 working with ACC and School learning support units. Arul’s vast experience includes working with children Down syndrome, developmental and occupational delays or differences, cerebral Palsy and other syndromes, as well as equipment support, cross cultural support and working in the community including clinic, home and school.
MARGI LEECH is mother to a daughter with Down syndrome and another daughter with dyslexia. She is an experienced teacher, having taught in NZ, Australia and Hawaii. Margi is not only a Professional Learning provider presenter in Primary Mathematics, but also a certified Oxford University Press trainer of the Numicon programme. In 2003 Margi ran a trial of the Numicon programme for the New Zealand Down Syndrome Association with nearly 20 families in Auckland. That was the beginning of a new journey for Margi. Seeing wonderful success for so many children prompted her to introduce Numicon to Australia, especially the Down syndrome and special needs community where it is still being used in many schools. Today Margi presents at conferences for the Gifted and Down Syndrome communities, the famous PMA Day and at primary and secondary maths conferences around NZ. She loves being able to support teachers, SENCO’s, RTLB’s and Teacher aides in their endeavours to make maths learning accessible, meaningful and achievable.
PHILLIPPA LILBURN is a registered psychologist, trained in Educational Psychology. she has worked with children for many years, starting out as a Karitane Nurse in 1979. She is still working for an NGO. Phillippa has practical experience of working hands on with children with behavioural challenges, this lead her into study. While studying and working at Health Camp, Phillippa developed an interest in children’s friendships and the effects of friendship on human development. She worked for many years for Special Education Services and then the Ministry of Education as well as working in the UK. She has experience working with children and young people from early childhood, primary and secondary school.
DR RHONDA FARAGHER is Deputy Head of the School of Education and a senior lecturer in Inclusive Education. She has internationally recognised expertise in the mathematics education of learners with Down syndrome. In her research and teaching, she works to improve the educational outcomes of students who have difficulties learning mathematics, for whatever reason, including through educational disadvantage. Beyond mathematics education, she has expertise in inclusive education in a range of contexts, including secondary classrooms. Dr Faragher Is the Director of the Down Syndrome Research Program within the School of Education. She is an appointed Board member to the Academy on Education, Teaching and Research of IASSIDD – the International Association for the Scientific Study of Intellectual and Developmental Disability, Chair of the Down syndrome Special Interest Research Group of IASSIDD, Trustee of Down Syndrome International and an Independent Director of Down Syndrome Australia. She is Co-Editor in Chief of the Journal of Policy and Practice in Intellectual Disabilities. Dr Faragher is a Senior Fellow of the Higher Education Academy and has received a number of awards for her work including the 2016 ACU Vice-Chancellor’s Medal for Staff Excellence, a Commonwealth of Australia Endeavour Executive Award and the 2011 Mathematics Education Research Group of Australasia Research Award.
TRACEY ELDER is a teacher and a parent. She has used narrative assessment and supported others to do so in her school for the last 8 years. Tracey believes that narrative assessment is an effective and positive form of assessment for children with additional needs. Her daughter Hannah is 10 years old and has Down Syndrome.
DR JUDE MCARTHUR has background in primary teaching, teacher education and disability research. She has previously worked as a lecturer in Education at Otago University and as a Senior Researcher at the Donald Beasley Institute in Dunedin undertaking research in teaching, learning and disability. Working primarily within the fields of childhood studies and disability studies, Jude has an interest in the development of socially just, inclusive school communities that welcome, value and respond to diversity. She considers the prioritising of children’s and young people’s rights and perspectives in research and teaching practice to be central to this development and as such has a further interest in ethical research that includes children and young people.
Jude is part of the team responsible for the Diploma in Specialist Teaching, coordinating the endorsement in Complex Needs with Liz Doell and Laurie McLay at Canterbury University; and she is a co-teacher of 249741: Assessment for Learners wth Diverse Needs, and 249742 : Teaching Methods for Learners with Diverse Needs with Mandia Mentis. Jude’s current supervision responsibilities include Masters and PhD level thesis work, topics include professional development for teachers to support inclusive education; a case study of an inclusive school; the development of a community of practice focused on inclusive practice at secondary school; the role of the itinerant outreach teacher; and integrated wellness and authentic practice in teaching. She is an advisor for student research projects in 267.875 Specialist Teaching Professional Inquiry and in 267860 Professional Inquiry.
Current research projects include coordinating and co-editing a book (with Dr. Jeanett Berman) by Massey researchers and colleagues that focuses on children’s and young people’s rights and participation in education; a case study of successful inclusion at secondary school for a student with complex needs; the impact of a disability studies in education approach on understandings about teaching, diversity and inclusive education in postgraduate teacher education; and the enactment of children’s and young people’s rights at school.