S
Suzanne Carrington
Researcher at Queensland University of Technology
Publications - 150
Citations - 3630
Suzanne Carrington is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Inclusion (education) & Autism. The author has an hindex of 28, co-authored 139 publications receiving 3262 citations. Previous affiliations of Suzanne Carrington include Cooperative Research Centre.
Papers
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Inclusion needs a different school culture
TL;DR: In this paper, a social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling, which happens within a social and cultural context of the school and the community.
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Perceptions of School by Two Teenage Boys with Asperger Syndrome and their Mothers: A Qualitative Study:
TL;DR: The emergence of masquerading is of particular interest in developing a fuller understanding of the experiences of individuals with Asperger syndrome at school.
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Adolescents With Asperger Syndrome and Perceptions of Friendship
TL;DR: In this article, a qualitative study investigated the perceptions of friendship faced by teenagers diagnosed with Asperger syndrome through the use of semistructured intervieWs, which resulted in a number of broad themes in the data: (a) understanding of concepts or language regarding friendships, (b) description of what is a friend, (c) describing what is not a friend and (d) describing an acquaintance, and (e) using masquerading to cope with social deficits.
Critical social theory and transformative learning : evidence in pre-service teachers' service-learning reflection logs
Suzanne Carrington,Gitta Selva +1 more
TL;DR: The authors report on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection.
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A case study of inclusive school development: a journey of learning
TL;DR: The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions.