By Professor Terry Cumming

Books

Cumming TM, 2018, School Success for At-Risk Students, Routledge, http://dx.doi.org/10.4324/9781315101996

Cumming T; Draper Rodriguez C, 2018, School Success for At-Risk Students A Culturally Responsive Tiered Approach, Routledge, Oxon, UK, https://www.routledge.com/School-Success-for-At-Risk-Students-A-Culturally-Responsive-Tiered-Approach/Cumming-Rodriguez/p/book/9781138104884

Cumming TM; Marsh RJ; Higgins K, 2017, School Connectedness for Students with Disabilities From Theory to Evidence-Based Practice, Routledge

Strnadova I; Cumming TM, 2016, Lifespan Transitions and Disability: A Holistic Perspective, ROUTLEDGE, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000372823900014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Strnadova I; Cumming TM, 2016, Transition from primary school to secondary school, Routledge

Cumming TM; Ng W, 2015, Sustaining mobile learning: Theory, research, and practice, Ng W; Cumming T, (ed.), Routledge, UK, http://www.taylorandfrancis.com/catalogs/new_books_in_education2/1/11/

Cumming TM, 2009, Technology-Enhanced Social Skills Instruction: Motivating Adolescents with Emotional Disabilities, VDM Verlag, Saarbrucken, Germany

Book Chapters

Cumming T; Mathur SR; Puckett K; Gilanyi L, 2023, 'International Collaboration in the Delivery of an Online Course', in Advances in Educational Technologies and Instructional Design, IGI Global, pp. 1 - 13, http://dx.doi.org/10.4018/979-8-3693-0664-2.ch001

Cumming T; Mathur SR; Puckett K; Gilanyi L, 2023, 'International Collaboration in the Delivery of an Online Course: A Globally Networked Learning Case', in Developing Inclusive Environments in Education Global Practices and Curricula, pp. 1 - 13, http://dx.doi.org/10.4018/979-8-3693-0664-2.ch001

Han C; Cumming TM; Townend G, 2023, 'The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China', in Building Inclusive Education in K 12 Classrooms and Higher Education Theories and Principles, pp. 241 - 259, http://dx.doi.org/10.4018/978-1-6684-7370-2.ch014

Strnadova I; Griller Clark H; O'Neill SC; Cumming TM; Mathur SR; Wells TC; Danker J, 2022, 'Barriers to community re-entry for incarcerated youth: Stakeholders’ perspectives in Australia and the United States.', in Scorgie K; Forlin C (ed.), Transition programs for children and youth with diverse needs, Emerald Publishing Limited, UK, pp. 245 - 264, http://dx.doi.org/10.1108/s1479-363620220000018017

Cumming T; Strnadova I, 2020, 'Tablet Devices for Students with Disability in the Inclusive Classroom', in Chambers D (ed.), Assistive Technology to Support Inclusive Education, Emerald Publishing Limited, https://www.emerald.com/insight/content/doi/10.1108/S1479-363620200000014009/full/html

O'Neill S; Cumming T; Grima-Farrell C; Strnadova I, 2020, 'Learning disabilities', in Hupp S; Jewell J (ed.), The encyclopedia of child and adolescent development., John Wiley & Sons, Inc, pp. 1 - 12, http://dx.doi.org/10.1002/9781119171492.wecad390

O'Neill SC; Cumming TM; Strnadova I; Grima-Farrell C, 2018, 'Transitions from behind the fence to the community: The Australian experience.', in O'Neill SC (ed.), Incarcerated youth transitioning back to the community: International perspectives., Springer, Singapore, pp. 97 - 113, http://dx.doi.org/10.1007/978-981-13-0752-2_7

Cumming T, 2018, 'Supporting the transition of incarcerated youth back to the community: A Multi-systemic wraparound approach', in O'neill S (ed.), Incarcerated Youth Transitioning Back to Community - International Perspectives, Springer, Singapore, pp. 77 - 94, http://dx.doi.org/10.1007/978-981-13-0752-2_6

Cumming T; O'Neill S; Strnadova I, 2018, 'Youth transitioning from juvenile justice settings back into school: Leadership perspectives.', in Trimmer K; Findlay YS; Dixon R (ed.), The Palgrave handbook of education law for schools (pp.373-396). Cham, Switzerland: Palgrave McMillan, Palgrave McMillan, Cham, Switzerland, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1

Cumming TM; O’Neill S; Strnadová I, 2018, 'Youth Transitioning from Juvenile Justice Settings Back into School: Leadership Perspectives', in The Palgrave Handbook of Education Law for Schools, Springer International Publishing, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1_17

Silvera-Tawil D; Strnadová I; Cumming TM, 2017, 'Social stories in robot-assisted therapy for children with ASD', in Autism Spectrum Disorders Breakthroughs in Research and Practice, pp. 40 - 59, http://dx.doi.org/10.4018/978-1-5225-3827-1.ch003

Martin ANDREW; Strnadova I; O'Neill S; Cumming TM, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective.', in Guay E; Marsh H; McInerney I; Craven R (ed.), SELF – Driving Positive Psychology and Wellbeing. Charlotte, NC: Information Age Publishing., Information Age Publishing, Charlotte, NC, pp. 1 - 26

Martin A; Cumming TM; O'Neill S; Strnadova I, 2017, 'Social and emotional competence and at-risk children’s wellbeing: The roles of personal and interpersonal agency.', in Frydenberg E; Martin A; Collie R (ed.), Social and Emotional Learning in Australia and the Asia-Pacific Perspectives, Programs and Approaches, Springer, Sydney Australia, pp. 123 - 123

Martin AJ; Cumming TM; O Neill SC; Strnadová I, 2017, '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', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 123 - 145, http://dx.doi.org/10.1007/978-981-10-3394-0_7

Martin AJ; Strnadova I; O'Neill S; Cumming T, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective', in Guay F; Marsh H; Craven R; McInerney D (ed.), SELF – Driving Positive Psychology and Wellbeing, Information Age Publishing, Charlotte, NC

Silvera-Tawil D; Strnadova I; Cumming TM, 2016, 'Social Stories in Robot Assisted Therapy for Children with ASD', in Kats Y (ed.), Supporting the Education of Children with Autism Spectrum Disorders, IGI, Hershey, PA, USA, pp. 225 - 244, http://dx.doi.org/10.4018/978-1-5225-0816-8.ch012

Cumming TM, 2016, 'Does Mobile Technology Have a Place in Differentiated Instruction?', in Special and Gifted Education Concepts Methodologies Tools and Applications, pp. 2119 - 2137, http://dx.doi.org/10.4018/978-1-5225-0034-6.ch092

Rodríguez CD; Strnadová I; Cumming TM, 2016, 'Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities', in Special and Gifted Education Concepts Methodologies Tools and Applications, pp. 1408 - 1425, http://dx.doi.org/10.4018/978-1-5225-0034-6.ch062

Strnadová I; Cumming TM; Rodríguez CD, 2016, 'Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism', in Special and Gifted Education Concepts Methodologies Tools and Applications, pp. 1069 - 1087, http://dx.doi.org/10.4018/978-1-5225-0034-6.ch046

Ng WM; Howard N, 2015, 'Sustaining innovation in learning with mobile devices: Key challenges', in Ng W; Cumming TM (ed.), Sustaining mobile learning: Theory, research and practice., Routledge, London, pp. 1 - 25, https://books.google.com.au/books/about/Sustaining_Mobile_Learning.html?id=vQktCgAAQBAJ&source=kp_cover&redir_esc=y

Cumming TM; Strnadova I; Dixon R; Verenikina I, 2015, 'Sustaining mobile learning in inclusive environments: A universal design for learning approach', in Ng W; Cumming T (ed.), Sustaining mobile learning: Theory, research, and practice, Routledge, Abingdon, Oxdon, UK, pp. 127 - 148

Ng W; Cumming TM, 2015, 'Preface', in , pp. xxiii - xxvi

Draper Rodriguez C; Strnadová I; Cumming TM, 2015, 'Implementing iPad and mobile technologies for students with intellectual disabilities.', in Silton NR (ed.), Recent advances in assistive technologies to support children with developmental disorders, IGI Global, Hershey, PA, pp. 27 - 44

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in K 12 Education Concepts Methodologies Tools and Applications, pp. 539 - 562, http://dx.doi.org/10.4018/978-1-4666-4502-8.ch032

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning ipad applications with evidence-based practices in inclusive and special education', in Assistive Technologies Concepts Methodologies Tools and Applications, pp. 397 - 420, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch020

Cumming TM, 2013, 'Does mobile technology have a place in differentiated instruction?', in McConatha D; Penny C; Schugar J; Bolton D (ed.), Mobile pedagogy and perspectives on teaching and learning, IGI Global, Hershey, PA, pp. 132 - 149, http://dx.doi.org/10.4018/978-1-4666-4333-8.ch008

Cumming TM; Draper rodriguez C; Strnadova I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in Keengwe J (ed.), Pedagogical Applications and Social Effects of Mobile Technology Integration, Information Science Reference, Hershey, pp. 55 - 78, http://dx.doi.org/10.4018/978-1-4666-2985-1.ch004

Cheney D; Cumming TM; Slemrod T, 2013, 'Secondary Education and Promising Practices for Students with Emotional/Behavioural Disorders', in Walker H; Gresham F (ed.), Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders, Guilford Press., New York, pp. 344 - 360, http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/walker2.htm&dir=pp/spase

Journal articles

Maras K; Kriss K; Cumming T; Hoenig J, 2025, 'Engaging in a community of practice in visual arts: A systematic literature review', International Journal of Educational Research, 133, pp. 102752, http://dx.doi.org/10.1016/j.ijer.2025.102752

Cumming T; Lee HM; Hoenig J, 2025, 'Using Mixed Reality Simulations to Prepare Preservice Teachers for Inclusive Classroom Management', Australasian Journal of Special and Inclusive Education, pp. 1 - 12, http://dx.doi.org/10.1017/jsi.2025.10005

Han C; Cumming T; Townend G, 2025, 'The beliefs and practices of special education teachers in supporting the behaviours of students with autism spectrum disorder in Western China.', Humanities and Social Sciences Communications, 12, pp. 1039, http://dx.doi.org/10.1057/s41599-025-05440-4

Carballo R; Cumming T, 2025, 'Coping strategies used by university students with disability: a systematic review', Cogent Education, 12, http://dx.doi.org/10.1080/2331186X.2025.2512695

Sianturi M; Lee JS; Cumming TM, 2025, 'Strengthening Indigenous parents’ co-leadership through culturally responsive home-school partnerships: a practical implementation framework', Pedagogy Culture and Society, 33, pp. 823 - 846, http://dx.doi.org/10.1080/14681366.2023.2272746

Sianturi M; Lee JS; Cumming TM, 2025, 'The synergy between Indigenous ways of knowing, being, and doing and technology in culturally responsive home-school partnerships', Information Technology for Development, 31, pp. 280 - 303, http://dx.doi.org/10.1080/02681102.2025.2465435

Cumming TM; Gilanyi L; Han C, 2024, 'Hyflex delivery mode in a postgraduate course: instructor and student perspectives', Discover Education, 3, pp. 24, http://dx.doi.org/10.1007/s44217-024-00110-0

Cumming TM; Han C; Gilanyi L, 2024, 'University student and instructor experiences with HyFlex learning: A scoping review', Computers and Education Open, 7, pp. 100229 - 100229, http://dx.doi.org/10.1016/j.caeo.2024.100229

Cumming T; Jolly J; Saint-James A, 2024, 'Australia at an educational crossroads: special schools and inclusive education', Frontiers in Education, 9, http://dx.doi.org/10.3389/feduc.2024.1422089

Han C; Cumming TM, 2024, 'Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review', Review Journal of Autism and Developmental Disorders, 11, pp. 545 - 563, http://dx.doi.org/10.1007/s40489-022-00350-6

Woo H; Cumming TM; O’Neill SC, 2024, 'South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education', Journal of Advanced Academics, 35, pp. 482 - 508, http://dx.doi.org/10.1177/1932202X241230712

Maras K; Cumming T; Lee HM, 2024, 'Supporting early-career teachers with external mentoring: a scoping review', Teachers and Teaching: theory and practice, ahead-of-print, pp. 1 - 21, http://dx.doi.org/10.1080/13540602.2024.2382785

GOVINDASAMY P; Cumming T; Abdullah N, 2024, 'Validity and reliability of a needs analysis questionnaire for the development of a creativity module', The Journal of Research in Special Educational Needs, http://dx.doi.org/10.1111/1471-3802.12659

Woo H; Cumming T; O'Neill S, 2024, 'South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education', Journal of Advanced Academics, http://dx.doi.org/10.1177/1932202X2412307

Roberts P; Scott SV; Cranney J; Cumming TM; Angstmann E; Nehme M; Watson K, 2024, 'Design principles for dual mode readiness in an uncertain future', Innovations in Education and Teaching International, 61, pp. 240 - 250, http://dx.doi.org/10.1080/14703297.2022.2147094

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