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Melissa Fanshawe

Lecturer

University of Southern Queensland

Australia

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Research Interests

Special Education

60%

Educational Technology

40%

Student Development

50%

Teaching And Learning

40%

Education

40%

Student Support

30%

Disabilities

30%

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Articles16

The Perceptions Parents of Dyslexic Children Have on Barriers to Meaningful Parent–School Partnerships in Australia

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Year:

2024

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

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Year:

2024

Student perceptions of supports for managing study in higher education according to internal and external locus of control 

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Year:

2024

“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools

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Year:

2024

Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific

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Year:

2024

“It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship

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Year:

2024

Barriers to Physical Activity for Australian Students with Vision Impairment

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Year:

2023

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

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Year:

2023

Early career researchers’ collective advocacy work within an Australian university context

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Year:

2023

Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme

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Year:

2023

Reflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children

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Year:

2023

We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care

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Year:

2022

Mapping pedagogical touchpoints: Exploring online student engagement and course design

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Year:

2021

The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education

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Year:

2021

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

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Year:

2021

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

Article Link

Year:

2021

Collaborators6

Chris Campbell

University of New South Wales

AUSTRALIA

Ellen Larsen

University of Southern Queensland

AUSTRALIA

Eseta Tualaulelei

University of Southern Queensland

AUSTRALIA

Katie Burke

University of Southern Queensland

AUSTRALIA

Melissa Cain

Lecturer in Inclusive Education and Arts Education

Australian Catholic University

AUSTRALIA

Lorraine Gaunt

Charles Sturt University

AUSTRALIA

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