Mrs Cathy Little

MEd(Special Education)(Sydney),MEd(Early Childhood)(UOW),GradCert(ASD)(QUT),MTeach(EC)(Macquarie), BEd(Sydney),
Lecturer, Special Education

A35 - Education Building
The University of Sydney

Telephone +61 2 93513685
Fax +61 2 93512606

Website Contact details

Biographical details

Cathy's areas of interest are autistic spectrum disorder, high support needs, and positive behaviour support. She lectures at both undergraduate and postgraduate levels, and is supervising a number of research students.

Prior to taking up her position at the University, Cathy was assistant principal of a four-class support unit attached to a regular primary school in the Western Sydney Region. She has had many years' experience teaching in early-childhood settings, primary schools and the special-education sector.

Cathy has taught students with autistic spectrum disorder, behaviour disorder and high support needs, in regular and support-unit classes. She continues to have a close relationship with several schools in Western Sydney Region.

Research interests

Research on teaching and learning

  • Early childhood education
  • Special and inclusive education

Keywords: autism, teacher attitudes, social inclusion, early childhood, special education

Current projects

  • An investigative study into regular teacher attitudes and the social inclusion of students with Asperger Syndrome.
  • Collaborative project with Srinakharinwhirot University, Bagkok investigating Thai teacher attitudes, knowledge and perceptions of students with ASD.

Associations

Board Member Joseph Varga School, Randwick.

Member of Editorial Committee for Special Education Perspectives journal.

Member of Editorial Committee for Every Child (DEC Publication).

Member Australasian Society for Autism Research (ASfAR).

Awards and honours

Faculty of Education and Social Work Teaching Excellence Award, 2010.

International links

Thailand

(Srinkharinwirot University, Bangkok) Australia - Thai Institute Project investigating Thai Teachers Knowledge and Understanding of Students with Autism

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Little, C., Evans, D. (2012). Conceptualizing social inclusion within teacher education. In Chris Forlin (Eds.), Future Directions for Inclusive Teacher Education: An International Perspective, (pp. 141-150). Oxon, UK: Routledge.

Journals

  • Stylianakis, C., Little, C. (2013). Implementing a multilevel literacy program for a child with autism. Special Education Perspectives, 22(1), 7-14.

Conferences

  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.
  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).

2013

  • Stylianakis, C., Little, C. (2013). Implementing a multilevel literacy program for a child with autism. Special Education Perspectives, 22(1), 7-14.

2012

  • Little, C., Evans, D. (2012). Conceptualizing social inclusion within teacher education. In Chris Forlin (Eds.), Future Directions for Inclusive Teacher Education: An International Perspective, (pp. 141-150). Oxon, UK: Routledge.
  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).

2011

  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.

2009

  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).

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