Therese M. Cumming

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iTouch, iSpeak: Using iPods and iPads to increase the English language skills of students with Language-Based Disabilities

Therese M. Cumming, Cathi Draper-Rodriguez, 2012 .

Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities

Therese M. Cumming, Cathi Draper Rodríguez, Iva Strnadová, 2015 .

Using Technology to Prepare 21st Century Educators

Therese M. Cumming, 2020 .

Parents' and Teachers' Perspectives on Using IPads with Students with Developmental Disabilities - Applications for Universal Design for Learning

Therese M. Cumming, Iva Strnadová, 2016, ICCHP.

Employing mobile technology to improve language skills of young students with language-based disabilities

Therese M. Cumming, Cathi Draper Rodríguez, 2017, Assistive technology : the official journal of RESNA.

Young People Transitioning from Juvenile Justice to the Community: Transition Planning and Interagency Collaboration

Therese M. Cumming, Iva Strnadová, Sue C. O’Neill, 2017 .

Sustaining mobile learning in inclusive environments : A universal design for learning approach

Irina Verenikina, Therese M. Cumming, Iva Strnadová, 2015 .

Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

Therese M. Cumming, Cathi Draper Rodríguez, Iva Strnadová, 2014 .

Expanding Horizons for Students with Dyslexia in the 21st Century: Universal Design and Mobile Technology.

Therese M. Cumming, Iva Strnadová, Gavin Reid, 2013 .

Mobile Technologies and Knowledge Management in Higher Education Institutions: Students’ and Educators’ Perspectives

Therese M. Cumming, Abdulelah Alshehri, A. Alshehri, 2020, World Journal of Education.

Tablet Devices for Students with Disability in the Inclusive Classroom

Therese M. Cumming, I. Strnadová, 2020, Assistive Technology to Support Inclusive Education.

Using Technology to Create Motivating Social Skills Lessons

Therese M. Cumming, 2010 .

Sustaining Mobile Learning : Theory, research and practice

Wan Ng, Therese M. Cumming, 2015 .

A Meta-Analysis of Mobile Technology Supporting Individuals With Disabilities

Therese M. Cumming, Cathi Draper Rodríguez, Cathi Draper Rodríguez, 2017 .

Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for? *

Therese M. Cumming, I. Strnadová, S. O’Neill, 2016 .

Does Mobile Technology Have a Place in Differentiated Instruction

Therese M. Cumming, 2014 .

Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives

Therese M. Cumming, Cathi Draper Rodríguez, 2013 .

Behavioural supports for students with autism spectrum disorders: practice, policy, and implications for special education reform in China

Therese M. Cumming, Chen Han, 2019, International Journal of Inclusive Education.

Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature

Therese M. Cumming, M. Rose, 2021, The Australian Educational Researcher.

Updated Meta-Analysis of the Research on Response Cards

Justus J. Randolph, Therese M. Cumming, R. J. Marsh, 2021, Journal of Behavioral Education.

Is it really student-focused planning? Perspectives of students with autism.

Therese M. Cumming, I. Strnadová, Roshini Chandroo, 2020, Research in developmental disabilities.

School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature

Therese M. Cumming, I. Strnadová, Joanne Danker, 2016 .

Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review

Therese M. Cumming, I. Strnadová, R. Lonergan, 2022, Australasian Journal of Special and Inclusive Education.

Mobile technology in inclusive research: tools of empowerment

Therese M. Cumming, T. Parmenter, M. Knox, 2014 .

At-Risk Youth in Australian Schools and Promising Models of Intervention.

Therese M. Cumming, I. Strnadová, L. Dowse, 2014 .

Diverse faces of inclusive research: reflecting on three research studies

Therese M. Cumming, I. Strnadová, J. Walmsley, 2016 .

Engaging Students with Autism Spectrum Disorder in Research through Participant-Driven Photo-Elicitation Research Technique.

Therese M. Cumming, I. Strnadová, Joanne Danker, 2017 .

Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice

Therese M. Cumming, I. Strnadová, Joanne Danker, 2020 .

Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia

Therese M. Cumming, I. Strnadová, S. O’Neill, 2018, Australasian Journal of Special and Inclusive Education.

Transitioning Back to Mainstream Education: The Flexible Integration Model.

Therese M. Cumming, I. Strnadová, 2017 .

Social Stories in Robot-Assisted Therapy for Children with ASD

Therese M. Cumming, I. Strnadová, David Silvera-Tawil, 2017 .

South Korean pre-service primary school teachers’ opinions about acceleration for gifted students

Therese M. Cumming, S. O’Neill, Heejin Woo, 2022, Gifted and Talented International.

Evaluating School Connectedness of Students with Emotional and Behavioral Disorders

Therese M. Cumming, M. McCreery, Kyle Higgins, 2019, Children & Schools.

The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres

Therese M. Cumming, S. O’Neill, 2018, Australasian Journal of Special and Inclusive Education.

Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention

Therese M. Cumming, Randall B. Boone, S. Miller, 2008 .

Supporting the Transition of Incarcerated Youth Back to the Community: A Multi-systemic Wraparound Approach

Therese M. Cumming, 2018 .

Young People with Complex Needs in the Criminal Justice System

Therese M. Cumming, I. Strnadová, L. Dowse, 2014 .

‘It will open your world up’: The role of mobile technology in promoting social inclusion among adults with intellectual disabilities

Andrew J. Martin, Therese M. Cumming, I. Strnadová, 2022, British Journal of Learning Disabilities.

The role of mobile technology in promoting social inclusion among adults with intellectual disabilities.

Andrew J. Martin, Therese M. Cumming, I. Strnadová, 2021, Journal of applied research in intellectual disabilities : JARID.

A systematic review of Indigenous parents' educational engagement

Therese M. Cumming, Jung‐Sook Lee, Murni Sianturi, 2022, Review of Education.

Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature

Therese M. Cumming, Jamie L. Gunderson, 2022, Innovations in Education and Teaching International.

Kyle Tomson, iPad Builder Applications: Language Builder, Question Builder, Sentence Builder and Story Builder, $7.99 to $9.99, (iPod and iPad Applications)

Therese M. Cumming, Cathi Draper Rodríguez, 2012 .

Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Therese M. Cumming, Chen Han, 2022, Review Journal of Autism and Developmental Disorders.

Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives *

Therese M. Cumming, I. Strnadová, Joanne Danker, 2016 .

Social and Emotional Competence and At-Risk Children’s Well-Being: The Roles of Personal and Interpersonal Agency for Children with ADHD, Emotional and Behavioral Disorder, Learning Disability, and Developmental Disability

Andrew J. Martin, Therese M. Cumming, I. Strnadová, 2017 .

Perspectives on life, wellbeing, and ageing by older women with intellectual disability

Therese M. Cumming, T. Parmenter, M. Knox, 2015 .

Riding the rapids of classroom-based research

Therese M. Cumming, R. Lonergan, 2017 .

Riding the rapids of classroom-based research

Therese M. Cumming, R. Lonergan, 2016, The Australian Educational Researcher.

A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment.

Therese M. Cumming, I. Strnadová, Roshini Chandroo, 2018, Research in developmental disabilities.

“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

Therese M. Cumming, I. Strnadová, Joanne Danker, 2019, Journal of Autism and Developmental Disorders.

A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia

Therese M. Cumming, I. Strnadová, S. O’Neill, 2017 .

Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude

Therese M. Cumming, Sarah Mulholland, 2016 .

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

Therese M. Cumming, I. Strnadová, Sylvia Singh, 2014 .

A Conceptual Framework for Creating Transition Plans for Incarcerated Youth

Therese M. Cumming, I. Strnadová, S. O’Neill, 2020, Journal of Applied Juvenile Justice Services.

Systems barriers to community re-entry for incarcerated youths: A review

Therese M. Cumming, I. Strnadová, S. O’Neill, 2017 .

Lifespan Transitions and Disability: A holistic perspective

Therese M. Cumming, I. Strnadová, 2015 .

Picture my well-being: Listening to the voices of students with autism spectrum disorder.

Therese M. Cumming, I. Strnadová, Joanne Danker, 2019, Research in developmental disabilities.

Learning Disabilities

Therese M. Cumming, Christine Grima-Farrell, I. Strnadová, 2020, The Encyclopedia of Child and Adolescent Development.

Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning

Therese M. Cumming, S. O’Neill, R. Lonergan, 2022, International Journal of Educational Research.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

Therese M. Cumming, Cathi Draper Rodríguez, I. Strnadová, 2014 .

The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales

Therese M. Cumming, I. Strnadová, 2014 .

Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes

Therese M. Cumming, Jihyun Lee, Sarah Mulholland, 2023, Journal of attention disorders.

Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours

Therese M. Cumming, J. Y. Jung, Sarah Mulholland, 2015 .

Current practices in schooling transitions of students with developmental disabilities

Therese M. Cumming, Cathi Draper Rodríguez, I. Strnadová, 2017 .

Policy Context for Transitions to Adulthood Experienced by Young People with Complex Support Needs: Australian Federal and State Perspectives

Therese M. Cumming, I. Strnadová, A. Dew, 2022, Child & Youth Services.

Teacher beliefs about evidence-based practice: A systematic review

Therese M. Cumming, I. Strnadová, Caroline Basckin, 2021 .

Building an inclusive research team: the importance of team building and skills training.

Therese M. Cumming, T. Parmenter, M. Knox, 2014, Journal of applied research in intellectual disabilities : JARID.

Using Data-Based Individualization to Intensify Behavioral Interventions

Therese M. Cumming, S. O’Neill, 2019, Intervention in School and Clinic.

Mobile Learning as a Tool for Students with Emotional and Behavioral Disorders: Combining Evidence-Based Practice with New Technology

Therese M. Cumming, 2013 .

Stakeholder awareness of reintegration practices for incarcerated youth: A cross-national comparison

Therese M. Cumming, I. Strnadová, S. O’Neill, 2020 .

Transitions from Behind the Fence to the Community: The Australian Experience

Therese M. Cumming, Christine Grima-Farrell, I. Strnadová, 2018 .

Youth Transitioning from Juvenile Justice Settings Back into School: Leadership Perspectives

Therese M. Cumming, I. Strnadová, S. O’Neill, 2018 .

South Korean pre-service primary school teachers’ attitudes towards gifted students and gifted education

Therese M. Cumming, Heejin Woo, S. O'Neill, 2022, Gifted Education International.

Supporting students with complex needs living in rural and regional New South Wales: is wraparound the answer?

Therese M. Cumming, I. Strnadová, Hee-Min Lee, 2022, Australian educational researcher.

“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

Therese M. Cumming, I. Strnadová, Joanne Danker, 2019, Journal of autism and developmental disorders.

South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education

Therese M. Cumming, Heejin Woo, 2023, Journal for the Education of the Gifted.

Using iPads With Students With Disabilities

Therese M. Cumming, I. Strnadová, Cathi Draper Rodríguez, 2014 .

Shifting the belief of the “hard-to-reach parents” to “reachable parents”: Parent-teacher collaboration within schools in a post-colonial country

Therese M. Cumming, Murni Sianturi, Jung-Sook Lee, 2023, International Journal of Intercultural Relations.