Dr. Webster is currently the Academic Program Director for the Autism postgraduate programs where her research and teaching is focused on creating inclusive learning communities to support the achievement and self-determination of individuals on the autism spectrum.
Dr. Webster is a community-engaged researcher whose research is focused on creating meaningful social impact. Her research centres on leadership for inclusive education and community environments that support the achievement and self-determination of individuals diagnosed with autism or other disabilities and their families. Dr. Webster is currently a CI on both an ARC Linkage and an ARC Discovery Grant, which examine the ways in which school leaders utilise decision-making processes and pedagogies to support students with disability. Dr. Webster is a researcher in the Australian Autism CRC and a member of the Australian Society for Autism Research. She has recently led UOW to become a research partner in the CRC, which involves partnerships between researchers, autism organisations, and autistic advocates across Australia. Working with colleagues in the CRC. Dr. Webster recently completed a nation-wide study to gather the perspectives of parents, educators and students on the needs of students with ASD in schools, as well as another study examining the emergent literacy needs of children on the autism spectrum. She has been contracted to undertake consultative research with a number of groups and is involved in research to inform the government’s implementation of the NDIS. She is actively involved in research projects with departments of education in Queensland, NSW and Tasmania, and is conducting several major research initiatives focusing on the role of school leaders, staff and parents in establishing effective school cultures and practices that will enable students with autism to achieve high quality outcomes across the lifespan. Dr. Webster’s research has culminated in a number of peer reviewed publications including three research-based bookspublished by Springer and Routledge overviewing case studies and models of practice for empowering and supporting individuals on the autism spectrum in community and school settings.
Year | Title |
---|---|
2018 - 2019 | Awarded by: Funding Scheme: Information, Linkages and Capacity Building (ILC) |
2016 - 2019 | Awarded by: Funding Scheme: Linkage Projects |
2015 | Awarded by: Funding Scheme: Discovery Projects |
Awarded by: Funding Scheme: Education Strategic Research Fund |
Degree | Research Title | Advisee | |
---|---|---|---|
Doctor of Philosophy | Assessing How Collaborative Inquiry Changes School Leader's and Teacher's Use of Inclusive Practice | Morton, Kia | |
Doctor of Philosophy | Higher Education Experiences of Students with Autism Spectrum Disorders (ASD) Facilitators, Barriers and Support Needs | Taylor, Danielle | |
Doctor of Education | Understanding how the professional identity of regional leaders influences their role enactment in school improvement. | Bell, Stephen | |
Doctor of Philosophy (Integrated) | Exploring Special needs: Teacher's Identification and Challenges of special needs students in Saudi Arabian Mainstream Classes. | Almutairi, Wafa | |
Doctor of Philosophy | Women with Autism | Vine Foggo, Rebecca | |
Doctor of Philosophy | Influential Factors of Bullying for Secondary Students on the Autism Spectrum | Rowland, Susannah | |
Doctor of Education | Understanding How School Leaders Engage Teachers in Data-based Decision Making | Gallo, Shirlee | |
Doctor of Philosophy (Integrated) | How does the attitude of general education teachers and parents support inclusion of children with ASD differ in Australia and Pakistan. | Adnan, Sadia | |
Doctor of Philosophy (Integrated) | Self-determination behaviours of adolescent students with ASD in Saudi Arabia: A multiple case study | Aba Alkhayl, Saleh | |
Doctor of Philosophy (Integrated) | Using the Econlogical Systems Theory to Analyze How Chinese Immigrant Partnts of Children with Disabilities Make Decisions at Times of Educational Transitions | Lu, Luyao | |
Doctor of Philosophy (Integrated) | Supporting students with autism in the secondary mainstream classroom: A joint teacher-student narrative constellation | Bergan, Amanda |
Dr. Webster is a community-engaged researcher whose research is focused on creating meaningful social impact. Her research centres on leadership for inclusive education and community environments that support the achievement and self-determination of individuals diagnosed with autism or other disabilities and their families. Dr. Webster is currently a CI on both an ARC Linkage and an ARC Discovery Grant, which examine the ways in which school leaders utilise decision-making processes and pedagogies to support students with disability. Dr. Webster is a researcher in the Australian Autism CRC and a member of the Australian Society for Autism Research. She has recently led UOW to become a research partner in the CRC, which involves partnerships between researchers, autism organisations, and autistic advocates across Australia. Working with colleagues in the CRC. Dr. Webster recently completed a nation-wide study to gather the perspectives of parents, educators and students on the needs of students with ASD in schools, as well as another study examining the emergent literacy needs of children on the autism spectrum. She has been contracted to undertake consultative research with a number of groups and is involved in research to inform the government’s implementation of the NDIS. She is actively involved in research projects with departments of education in Queensland, NSW and Tasmania, and is conducting several major research initiatives focusing on the role of school leaders, staff and parents in establishing effective school cultures and practices that will enable students with autism to achieve high quality outcomes across the lifespan. Dr. Webster’s research has culminated in a number of peer reviewed publications including three research-based bookspublished by Springer and Routledge overviewing case studies and models of practice for empowering and supporting individuals on the autism spectrum in community and school settings.
Year | Title |
---|---|
2018 - 2019 | Awarded by: Funding Scheme: Information, Linkages and Capacity Building (ILC) |
2016 - 2019 | Awarded by: Funding Scheme: Linkage Projects |
2015 | Awarded by: Funding Scheme: Discovery Projects |
Awarded by: Funding Scheme: Education Strategic Research Fund |
Degree | Research Title | Advisee | |
---|---|---|---|
Doctor of Philosophy | Assessing How Collaborative Inquiry Changes School Leader's and Teacher's Use of Inclusive Practice | Morton, Kia | |
Doctor of Philosophy | Higher Education Experiences of Students with Autism Spectrum Disorders (ASD) Facilitators, Barriers and Support Needs | Taylor, Danielle | |
Doctor of Education | Understanding how the professional identity of regional leaders influences their role enactment in school improvement. | Bell, Stephen | |
Doctor of Philosophy (Integrated) | Exploring Special needs: Teacher's Identification and Challenges of special needs students in Saudi Arabian Mainstream Classes. | Almutairi, Wafa | |
Doctor of Philosophy | Women with Autism | Vine Foggo, Rebecca | |
Doctor of Philosophy | Influential Factors of Bullying for Secondary Students on the Autism Spectrum | Rowland, Susannah | |
Doctor of Education | Understanding How School Leaders Engage Teachers in Data-based Decision Making | Gallo, Shirlee | |
Doctor of Philosophy (Integrated) | How does the attitude of general education teachers and parents support inclusion of children with ASD differ in Australia and Pakistan. | Adnan, Sadia | |
Doctor of Philosophy (Integrated) | Self-determination behaviours of adolescent students with ASD in Saudi Arabia: A multiple case study | Aba Alkhayl, Saleh | |
Doctor of Philosophy (Integrated) | Using the Econlogical Systems Theory to Analyze How Chinese Immigrant Partnts of Children with Disabilities Make Decisions at Times of Educational Transitions | Lu, Luyao | |
Doctor of Philosophy (Integrated) | Supporting students with autism in the secondary mainstream classroom: A joint teacher-student narrative constellation | Bergan, Amanda |