Rate My Professor Judith Foggett

Dr Judith Foggett is a Senior Lecturer in the School of Education at the University of Newcastle, where she has lectured in Special Education for over 16 years. She earned a Doctor of Philosophy from Flinders University, a Master of Special Education from the University of Newcastle, a Graduate Diploma in Educational Studies from the University of Sydney, a Bachelor of Education and Bachelor of Arts from the University of New England, and a Diploma in Teaching from the same institution. Before entering academia, Foggett served as a classroom teacher and behaviour consultant in New South Wales government schools from 1981 to 2004, working across early childhood, primary, high school, special education settings including vision and intellectual disability, and even TAFE adult education in remote, indigenous, and urban contexts. Currently, she is the Program Convenor for the Undergraduate Inclusive and Special Education specialisation, coordinates three postgraduate subjects on behaviour problems and emotional disturbance in the Master of Special and Inclusive Education, and supervises eight research higher degree students. She remains active in practice by conducting Functional Behaviour Assessments, developing individual behaviour plans, and training teachers on school-based programs.

Foggett's research specialisations include problem behaviour in schools, inclusive education practices, intellectual disability, Autism spectrum disorders, curriculum adjustments for students with disabilities, functional behavioural assessment, positive behaviour for learning, and whole-school systems approaches linking behaviour, mental health, and learning outcomes. Her projects examine professional learning for teachers through effective leadership, inter-school collaborations from Kindergarten to Year 12, and mentoring for early career special educators. She contributes the chapter 'Encouraging Positive Interactions' to the nationally and internationally used textbook Inclusion in Action and serves as a peer reviewer for the Australasian Journal of Special and Inclusive Education. She has presented research on whole-school approaches at conferences. Key publications encompass 'Curriculum Decision-Making for Students with Severe Intellectual Disabilities or Profound and Multiple Learning Difficulties' (2025), 'Uncovering Challenges in Universal Design for Learning in Higher Education' (2025), 'Curriculum effectiveness for secondary-aged students with severe intellectual disabilities' (2025), 'Curriculum in conflict: influences of Australian teacher's decision-making for students with complex disabilities' (2025), 'Making Reasonable Adjustments for Students with Disability in Australian Mainstream Classrooms: A Scoping Review' (2024), 'Inclusive curricula for students with severe intellectual disabilities: a scoping review' (2022), and 'Collegiate Principal Structures in Implementing a School Behaviour Support Program' (2021).