Melissa Cain

Lecturer in Inclusive Education and Arts Education

Australian Catholic University

Australia

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About

Melissa Cain is a Lecturer in Inclusive Education and Arts Education at Australian Catholic University in Australia. Her research areas encompass the experiences of preservice teachers in online learning, the quality of life for braille users, and the role of creativity in fostering empathy through the Arts. She also focuses on the equitable participation of students with visual impairments in mainstream education and the impacts of COVID-19 on teacher concerns.

Articles (16)

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2025

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2025

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2024

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2023

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2021

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2021

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2021

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2021

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2020

Collaborators (9)

Geraldine Burke

MONASH UNIVERSITY

AUSTRALIA

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Melissa Fanshawe

Lecturer

University of Southern Queensland

AUSTRALIA

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Colette Alexander

Senior Lecturer

Australian Catholic University - Brisbane Campus

AUSTRALIA

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Chris Campbell

University of New South Wales

AUSTRALIA

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Susan Davis

Adjunct Associate Professor

Central Queensland University

AUSTRALIA

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Nicole Todd

University of Southern Queensland

AUSTRALIA

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Louise Phillips

Associate Professor

Southern Cross University - Gold Coast Campus

AUSTRALIA

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Kathleen Plastow

Head of Discipline (Secondary)

Australian Catholic University

AUSTRALIA

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Kathryn Coleman

Senior Lecturer

University of Melbourne

AUSTRALIA

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Melissa Cain

Research Interests

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Articles (16)

Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”

Quality of life for braille users: A scoping review

‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion

Dilemmas in professional code-switching for teacher educators in higher education

What’s an innovation? Capitalising on disruptive innovation in higher education

“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education

Barriers to Physical Activity for Australian Students with Vision Impairment

The role and place of mentorship for young people with blindness and low vision in educational contexts

‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times

Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools

‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education

Expectations for success: Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education

Surveying and resonating with teacher concerns during COVID-19 pandemic

Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education

From Emotional Crisis to Empowerment

Participatory music-making and well-being within immigrant cultural practice: exploratory case studies in South East Queensland, Australia

Collaborators (9)

Geraldine Burke

Melissa Fanshawe

Colette Alexander

Chris Campbell

Susan Davis

Nicole Todd

Louise Phillips

Kathleen Plastow

Kathryn Coleman

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