Therese Cumming

Terry Cumming is a Senior and the BA BEd Convenor Years 1 & 2 for the School of Education at the University of New South Wales. Her research interests include: students with emotional and behavioural disorders, inclusive practices, social skills training, positive behavioural interventions, and the use of technology in the classroom. As part of the School of Education's Special Education Research Group, Terry's research is focused on using iPads to support individuals with disabilities. The group is currently conducting a study on using iPads to support adult women with intellectual disabilities to participate more fully as researchers themselves. She has published several journal articles and presented her work at both national and international conferences. Prior to her university and research work, Dr. Cumming has many years experience as a special educator and behaviour mentor in the United States. Previous research projects include: Using Technology to Enhance Social Skills Instruction for Adolescents with Emotional and Behavioural Disabilities and NSW Special Education Teachers' Perspectives on Student Misbehaviour.

Publications

The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China
The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China
Chen Han, Therese M. Cumming, Geraldine Townend. © 2023. 19 pages.
Students with autism spectrum disorder (ASD) often require specialised support. This highlights the need for the provision of high-quality professional development to improve...
International Collaboration in the Delivery of an Online Course: A Globally Networked Learning Case
International Collaboration in the Delivery of an Online Course: A Globally Networked Learning Case
Therese Cumming, Sarup R. Mathur, Kathleen Puckett, Lisa Gilanyi. © 2023. 13 pages.
Employers increasingly expect new employees to be globally literate. This has raised the expectations of university students, who now expect a culturally diverse and...
Social Stories in Robot-Assisted Therapy for Children With ASD
Social Stories in Robot-Assisted Therapy for Children With ASD
David Silvera-Tawil, Iva Strnadová, Therese M. Cumming. © 2018. 20 pages.
Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication....
Social Stories in Robot-Assisted Therapy for Children with ASD
Social Stories in Robot-Assisted Therapy for Children with ASD
David Silvera-Tawil, Iva Strnadová, Therese M. Cumming. © 2017. 20 pages.
Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication....
Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism
Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism
Iva Strnadová, Therese M. Cumming, Cathi Draper Rodríguez. © 2016. 19 pages.
This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood....
Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities
Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities
Cathi Draper Rodríguez, Iva Strnadová, Therese M. Cumming. © 2016. 18 pages.
This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and...
Does Mobile Technology Have a Place in Differentiated Instruction?
Does Mobile Technology Have a Place in Differentiated Instruction?
Therese M. Cumming. © 2016. 19 pages.
Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design....
Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities
Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities
Cathi Draper Rodríguez, Iva Strnadová, Therese M. Cumming. © 2015. 18 pages.
This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and...
Does Mobile Technology Have a Place in Differentiated Instruction?
Does Mobile Technology Have a Place in Differentiated Instruction?
Therese M. Cumming. © 2014. 18 pages.
Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design....
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Therese Cumming, Cathi Draper Rodríguez, Iva Strnadová. © 2014. 24 pages.
Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the...
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Therese Cumming, Cathi Draper Rodríguez, Iva Strnadová. © 2014. 24 pages.
Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the...
Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism
Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism
Iva Strnadová, Therese M. Cumming, Cathi Draper Rodríguez. © 2014. 18 pages.
This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood....
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education
Therese Cumming, Cathi Draper Rodríguez, Iva Strnadová. © 2013. 24 pages.
Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the...