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Professor David Evans

MA(SpecialEducation)(Macquarie), GDSE(ECU), PhD(UniOregon), BEd(UniSA)
Associate Professor, Special Education
Designation Coordinator, Special and Inclusive Education

Member of China Studies Centre

A35 - Education Building
The University of Sydney

Telephone +61 2 93518463
Fax +61 2 93512606

Website Contact details

Biographical details

Dr Evans is Professor of Special Education in the Sydney School of Education and Social Work at the University of Sydney. He is the convenor of the special and inclusive education designation in the School; the School delivers courses to more than 600 pre-service and postgraduate students each year. His research interests include design of curriculum to meet the needs of students with special education needs, and evidence-based practices in special education.

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Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • Special and inclusive education
  • Teacher education and professional learning

Keywords: special education, inclusive education, universal design, literacy, numeracy

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Current research students

Project title Research student
Examining Approaches to Kindergarten Literacy Pedagogy Corrina GODDARD
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Current projects

  • Early numeracy: examining the development of early numeracy and how students experiencing difficulties learning engage with early numeracy (e.g., number sense), and the quality of instruction required to assist these students acquire early numeracy skills, knowledge and understanding.
  • Teacher education: Examination of how pre-service and in-service teachers construct knowledge, skills and values in the area of special and inclusive education.
  • Teacher attitudes to inclusion - International perspectives: Examination of attitudes of students, teachers and parents towards education of students with a disability in the mainstream classroom. Comparative data has been collected across years, and countries (e.g., China, Czech Republic, Singapore).
  • Literacy support: Examination of a range of variables (e.g. teacher attitudes, professional knowledge) relating to the development of literacy sills for students experiencing difficulties learning (e.g., learning support, handwriting).
  • Off to a Good Start: Enhancing Early Reading Skills for All Thai Children Project (Australia-Thailand Institute)
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Associations

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Selected grants

2019

  • Celebrating Inclusive Education within India, Australia and Beyond; Evans D, Tandon B; Office of Global Engagement/India Development Fund.

2017

  • Media, Inclusion, & Disability: Resources for Attitudinal Change (MIDRAC); Villeneuve M, Goggin G, Wadiwel D, Evans D, Bonati M, Little C, Millington M; Department of Foreign Affairs and Trade (Federal)/Australia-Indonesia Institute.

2016

  • A RCT of an education reengagement program for at-risk youth; Ciarrochi J, Evans D, Parker P, Craven R, Ryan R, Little C, Sahdra B, Blacklock F, McDonagh S; Australian Research Council (ARC)/Linkage Projects (LP).

2014

  • Positive Approaches to Disability through Community Engagement; Bonati M, Evans D, O'Brien P, Gadow F; DVC Education/Small Educational Innovation Grant.

2013

  • The use of function to design academic and social interventions for primary-aged students with problem behaviour; Evans D; Department of Education (NSW)/State Education Research Approvals Process (SERAP).

2009

  • Literacy Development in Children with Developmental Disabilities: The Role of Parents; Arciuli J, Einfeld S, Parmenter T, Evans D, Colmar S; University of Sydney/Institute of Social Sciences Applied Projects Program.
  • Group of Eight European Fellowship; Evans D, Strnadova I; Group of Eight/European Fellowships.

2006

  • Developing and Learning in Children and Youth Research Network; et al V, Evans D, Martin A; Faculty of Education and Social Work, University of Sydney/Research Grant.
  • Effective Teaching and Learning Practices for Students with Learning Difficulties Initiative; Evans D; DET NSW;Catholic Education Commission NSW; ; Association of Independent Schools of NSW/BLO Project.
  • Positive Behaviour Support; Evans D, Swayne N; Education Queensland (Qld State G/mnt)/Research Grants.

2005

  • Comparative Analysis of Early Intervention Programs for Young Children with Autism; Carter M, Parmenter T, Williams K, Evans D, Carter M, Williams K, Silove N; Australian Research Council (ARC)/Linkage Projects (LP).

2004

  • Quality teaching and learning for gifted learners; Evans D; Telstra Foundation/Research Grant.
  • Effects of chronic Illness on the Education of Primary Aged Students; Barton B, Pearce D, Parmenter T, Evans D; Royal Alexandra Hospital for Children/BLO Project.
  • Research into linking health and education programs through the syllabus: Showing the way - Sydney Childrens Hospital; Evans D, Carmichael D, Crouch M; South Eastern Sydney and Illawarra Area Health Service/Research Grants.

2003

  • Developing Mathematical Proficiency for Students At-Risk of Failure; Evans D; DVC Research/Research and Development Scheme: Newly Appointed Staff (NAS).
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Selected publications & creative works

Download citations: PDF RTF Endnote

Book Chapters

  • Evans, D., Andriana, E., Setiani, P., Kumara, A. (2018). Universal Design for Learning to support learning in Gunung Kidul. In M. Best, T. Corcoran, R. Slee (Eds.), Who's in? Who's out?: What to do about inclusive education, (pp. 71-87). Leiden: Brill. [More Information]
  • Andriana, E., Evans, D. (2017). "Why I am chosen as inclusion child?": Listening to students' voice on school experiences of inclusion in Indonesia. In Vicky Plows, Ben Whitburn (Eds.), Inclusive education: Making sense of everyday practice, (pp. 175-193). Rotterdam: Sense Publishers. [More Information]
  • Evans, D. (2017). Examining the literacy within numeracy to provide access to the curriculum for all. In Marion Milton (Eds.), Inclusive principles and practices in literacy education, (pp. 35-51). Bingley: Emerald Group Publishing Ltd. [More Information]
  • Strnadova, I., Evans, D. (2016). Students with Down Syndrome in Inclusive Classrooms: Using Evidence-Based Practices. In Lindsay Peer, Gavin Reid (Eds.), Special Educational Needs: A Guide for Inclusive Practice, (pp. 201-212). London: Sage Publications.
  • Evans, D. (2015). Curriculum adaptations. In Adrian Ashman (Eds.), Education for Inclusion and Diversity, (pp. 102-128). Melbourne: Pearson Australia.
  • 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. 139-148). Oxon, UK: Routledge. [More Information]
  • Evans, D. (2012). Curriculum adaptations. In Ashman A, Elkins, J. (Eds.), Education for inclusion and diversity, (pp. 193-222). Sydney: Pearson Australia.
  • Wong, M., Evans, D. (2011). Assessing students' understanding of fraction equivalence. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 81-90). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Evans, D., Strnadova, I. (2008). Examining the range of strategies mothers use to cope when caring for a child with an intellectual disability. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 141-164). Sydney: Sydney University Press.
  • Ishimine, K., Evans, D. (2007). Quality of childcare and its impact on children's social skills in disadvantaged areas in Sydney, Australia. In Alan France, Ross Homel (Eds.), Pathways and Crime Prevention: Theory, Policy and Practice, (pp. 319-336). Cullompton, UK & Oregon, USA: Willan Publishing.
  • Evans, D., Moore, C., Strnadova, I. (2007). University-school partnerships: Literacy and students with additional learning needs. In Alyson Simpson (Eds.), Future directions in literacy: International conversations conference 2007, (pp. 57-71). Sydney: Sydney University Press.

Journals

  • Vibulpatanavong, K., Evans, D. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467-491. [More Information]
  • Goddard, C., Evans, D. (2018). Primary pre-service teachers' attitudes towards inclusion across the training years. Australian Journal of Teacher Education, 43(6), 122-142. [More Information]
  • Alharthi, N., Evans, D. (2017). Special education teachers' attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1), 1-15. [More Information]
  • Strnadova, I., Evans, D. (2015). Older women with intellectual disabilities: Overcoming barriers to autonomy. Journal of Policy and Practice in Intellectual Disabilities, 12(1), 12-19. [More Information]
  • Wood, P., Evans, D., Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33. [More Information]
  • Little, C., Vibulpatanavong, K., Evans, D. (2014). Investigating Thai teachers attitudes toward students with Autism. Journal of Education Research, 9(1), 207-215. [More Information]
  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33. [More Information]
  • Strnadova, I., Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64-78. [More Information]
  • Vibulpatanavong, K., Evans, D. (2012). Investigating phonological awareness in Thai children. Journal of Research and Development in Special Education, , 77-97.
  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395. [More Information]
  • Strnadova, I., Evans, D. (2012). Subjective quality of life of women with intellectual disabilities: The role of perceived control over own life in self-determined behaviour. Journal of Applied Research in Intellectual Disabilities, 25(1), 71-79. [More Information]
  • Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566. [More Information]
  • Hwang, Y., Evans, D. (2011). Attitudes Towards Inclusion: Gaps Between Belief and Practice. International Journal of Special Education, 26(1), 136-146.
  • Mark, C., Roberts, J., Williams, K., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). Interventions used with an Australian sample of preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 1033-1041. [More Information]
  • Ishimine, K., Wilson, R., Evans, D. (2010). Quality of Australian childcare and children's social skills. International Journal of Early Years Education, 18(2), 159-175. [More Information]
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.
  • Strnadova, I., Evans, D. (2007). Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities. Australasian Journal of Special Education, 31(2), 159-170. [More Information]
  • Evans, D. (2007). Developing mathematical proficiency in the Australian context: Implications for students with learning difficulties. Journal of Learning Disabilities, 40(5), 420-426. [More Information]
  • Wong, M., Evans, D. (2007). Improving basic multiplication fact recall for primary school students. Mathematics Education Research Journal, 19(1), 89-106.
  • Hwang, Y., Evans, D., Mackenzie, J. (2007). Theory-of-Mind Continuum Model: Why Mind Matters in Philosophy, Psychology and Education. International Journal of Interdisciplinary Social Sciences, 2(3), 249-258. [More Information]
  • Moore, C., Evans, D., Dowson, M. (2005). The intricate nature of phonological awareness instruction. Special Education Perspectives, 14(1), 37-54.

Conferences

  • Andriana, E., Evans, D. (2015). Hearing voices: An art-based participatory study on children’s experiences of inclusion at a primary school in Indonesia. 1st International Conference on Special Education (ICSE), Bangkok, Thailand: SEAMEO SEN.
  • Vibulpatanavong, K., Evans, D. (2015). Off to a good start: Enhancing reading skills in Thai children. 1st International Conference on Special Education (ICSE), Bangkok, Thailand: SEAMEO SEN.
  • 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.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 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).
  • Newman, H., Wong, M., Evans, D. (2012). Teacher Subject Matter Knowledge of Number Sense. 35th Annual Mathematics Education Research Group of Australasia (MERGA) Conference 2012, Adelaide: MERGA.
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 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).
  • 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.
  • Moore, C., Evans, D. (2011). University-School Partnerships: Literacy and Students with Additional Learning Needs: Following Up. Future Directions in Literacy Conference 2010, Sydney, Australia: Faculty of Education and Social Work, University of Sydney.
  • 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).
  • Wong, M., Evans, D. (2008). Fractions as a measure. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.
  • Wong, M., Evans, D. (2007). Assessing Students' Understanding of Fraction Equivalence. EARCOME 4 2007, 4th East Asia Regional Conference on Mathematics Education, Malaysia: Asian Academy of Management.
  • Evans, D., Strnadová, I., Wong, M. (2007). Examining Number Sense: An Exploratory Study Of Students With Additional Learning Needs. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Wong, M., Evans, D. (2007). Students' Conceptual Understanding of Equivalent Fractions. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Strnadová, I., Evans, D. (2007). The quality of life of ageing people with intellectual disability as viewed by their parents. Festival of International Conferences on Caregiving, Disability, Aging and Technology (FICCDAT), www.ficcdat.ca: FICCDAT.
  • Evans, D. (2005). The Place of Contemporary Special Education: Voices and Experiences from the Field. 30th National Conference of the Australian Association of Special Education - AASE 2005, Brisbane, Queensland, Australia: AASE. [More Information]

Research Reports

  • Villeneuve, M., Evans, D., Sadirin, S., Andriana, E., Bonati, M., Little, C., Millington, M. (2016). Collaborative action across health and education sectors for inclusion of children with disabilities in education: Establishing a policy vision and research agenda in Yogyakarta, Indonesia, Sydney, Australia: Centre for Disability Research and Policy, University of Sydney. [More Information]
  • Rawsthorne, M., Evans, D., Young, A., Andriana, E. (2015). Learning support in NSW public schools, June 2015, (pp. 5 - 132). Sydney, Australia: Faculty of Education and Social Work, The University of Sydney.

2019

  • Vibulpatanavong, K., Evans, D. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467-491. [More Information]

2018

  • Goddard, C., Evans, D. (2018). Primary pre-service teachers' attitudes towards inclusion across the training years. Australian Journal of Teacher Education, 43(6), 122-142. [More Information]
  • Evans, D., Andriana, E., Setiani, P., Kumara, A. (2018). Universal Design for Learning to support learning in Gunung Kidul. In M. Best, T. Corcoran, R. Slee (Eds.), Who's in? Who's out?: What to do about inclusive education, (pp. 71-87). Leiden: Brill. [More Information]

2017

  • Andriana, E., Evans, D. (2017). "Why I am chosen as inclusion child?": Listening to students' voice on school experiences of inclusion in Indonesia. In Vicky Plows, Ben Whitburn (Eds.), Inclusive education: Making sense of everyday practice, (pp. 175-193). Rotterdam: Sense Publishers. [More Information]
  • Evans, D. (2017). Examining the literacy within numeracy to provide access to the curriculum for all. In Marion Milton (Eds.), Inclusive principles and practices in literacy education, (pp. 35-51). Bingley: Emerald Group Publishing Ltd. [More Information]
  • Alharthi, N., Evans, D. (2017). Special education teachers' attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1), 1-15. [More Information]

2016

  • Villeneuve, M., Evans, D., Sadirin, S., Andriana, E., Bonati, M., Little, C., Millington, M. (2016). Collaborative action across health and education sectors for inclusion of children with disabilities in education: Establishing a policy vision and research agenda in Yogyakarta, Indonesia, Sydney, Australia: Centre for Disability Research and Policy, University of Sydney. [More Information]
  • Strnadova, I., Evans, D. (2016). Students with Down Syndrome in Inclusive Classrooms: Using Evidence-Based Practices. In Lindsay Peer, Gavin Reid (Eds.), Special Educational Needs: A Guide for Inclusive Practice, (pp. 201-212). London: Sage Publications.

2015

  • Evans, D. (2015). Curriculum adaptations. In Adrian Ashman (Eds.), Education for Inclusion and Diversity, (pp. 102-128). Melbourne: Pearson Australia.
  • Andriana, E., Evans, D. (2015). Hearing voices: An art-based participatory study on children’s experiences of inclusion at a primary school in Indonesia. 1st International Conference on Special Education (ICSE), Bangkok, Thailand: SEAMEO SEN.
  • Rawsthorne, M., Evans, D., Young, A., Andriana, E. (2015). Learning support in NSW public schools, June 2015, (pp. 5 - 132). Sydney, Australia: Faculty of Education and Social Work, The University of Sydney.
  • Vibulpatanavong, K., Evans, D. (2015). Off to a good start: Enhancing reading skills in Thai children. 1st International Conference on Special Education (ICSE), Bangkok, Thailand: SEAMEO SEN.
  • Strnadova, I., Evans, D. (2015). Older women with intellectual disabilities: Overcoming barriers to autonomy. Journal of Policy and Practice in Intellectual Disabilities, 12(1), 12-19. [More Information]

2014

  • Wood, P., Evans, D., Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33. [More Information]
  • Little, C., Vibulpatanavong, K., Evans, D. (2014). Investigating Thai teachers attitudes toward students with Autism. Journal of Education Research, 9(1), 207-215. [More Information]

2013

  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33. [More Information]
  • Strnadova, I., Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64-78. [More Information]

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. 139-148). Oxon, UK: Routledge. [More Information]
  • Evans, D. (2012). Curriculum adaptations. In Ashman A, Elkins, J. (Eds.), Education for inclusion and diversity, (pp. 193-222). Sydney: Pearson Australia.
  • 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.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 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).
  • Vibulpatanavong, K., Evans, D. (2012). Investigating phonological awareness in Thai children. Journal of Research and Development in Special Education, , 77-97.
  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395. [More Information]
  • Strnadova, I., Evans, D. (2012). Subjective quality of life of women with intellectual disabilities: The role of perceived control over own life in self-determined behaviour. Journal of Applied Research in Intellectual Disabilities, 25(1), 71-79. [More Information]
  • Newman, H., Wong, M., Evans, D. (2012). Teacher Subject Matter Knowledge of Number Sense. 35th Annual Mathematics Education Research Group of Australasia (MERGA) Conference 2012, Adelaide: MERGA.
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 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).
  • 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

  • Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566. [More Information]
  • Wong, M., Evans, D. (2011). Assessing students' understanding of fraction equivalence. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 81-90). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Hwang, Y., Evans, D. (2011). Attitudes Towards Inclusion: Gaps Between Belief and Practice. International Journal of Special Education, 26(1), 136-146.
  • 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.
  • Mark, C., Roberts, J., Williams, K., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). Interventions used with an Australian sample of preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 1033-1041. [More Information]
  • Moore, C., Evans, D. (2011). University-School Partnerships: Literacy and Students with Additional Learning Needs: Following Up. Future Directions in Literacy Conference 2010, Sydney, Australia: Faculty of Education and Social Work, University of Sydney.

2010

  • Ishimine, K., Wilson, R., Evans, D. (2010). Quality of Australian childcare and children's social skills. International Journal of Early Years Education, 18(2), 159-175. [More Information]

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).
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.

2008

  • Evans, D., Strnadova, I. (2008). Examining the range of strategies mothers use to cope when caring for a child with an intellectual disability. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 141-164). Sydney: Sydney University Press.
  • Wong, M., Evans, D. (2008). Fractions as a measure. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.

2007

  • Wong, M., Evans, D. (2007). Assessing Students' Understanding of Fraction Equivalence. EARCOME 4 2007, 4th East Asia Regional Conference on Mathematics Education, Malaysia: Asian Academy of Management.
  • Strnadova, I., Evans, D. (2007). Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities. Australasian Journal of Special Education, 31(2), 159-170. [More Information]
  • Evans, D. (2007). Developing mathematical proficiency in the Australian context: Implications for students with learning difficulties. Journal of Learning Disabilities, 40(5), 420-426. [More Information]
  • Evans, D., Strnadová, I., Wong, M. (2007). Examining Number Sense: An Exploratory Study Of Students With Additional Learning Needs. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Wong, M., Evans, D. (2007). Improving basic multiplication fact recall for primary school students. Mathematics Education Research Journal, 19(1), 89-106.
  • Ishimine, K., Evans, D. (2007). Quality of childcare and its impact on children's social skills in disadvantaged areas in Sydney, Australia. In Alan France, Ross Homel (Eds.), Pathways and Crime Prevention: Theory, Policy and Practice, (pp. 319-336). Cullompton, UK & Oregon, USA: Willan Publishing.
  • Wong, M., Evans, D. (2007). Students' Conceptual Understanding of Equivalent Fractions. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Strnadová, I., Evans, D. (2007). The quality of life of ageing people with intellectual disability as viewed by their parents. Festival of International Conferences on Caregiving, Disability, Aging and Technology (FICCDAT), www.ficcdat.ca: FICCDAT.
  • Hwang, Y., Evans, D., Mackenzie, J. (2007). Theory-of-Mind Continuum Model: Why Mind Matters in Philosophy, Psychology and Education. International Journal of Interdisciplinary Social Sciences, 2(3), 249-258. [More Information]
  • Evans, D., Moore, C., Strnadova, I. (2007). University-school partnerships: Literacy and students with additional learning needs. In Alyson Simpson (Eds.), Future directions in literacy: International conversations conference 2007, (pp. 57-71). Sydney: Sydney University Press.

2005

  • Moore, C., Evans, D., Dowson, M. (2005). The intricate nature of phonological awareness instruction. Special Education Perspectives, 14(1), 37-54.
  • Evans, D. (2005). The Place of Contemporary Special Education: Voices and Experiences from the Field. 30th National Conference of the Australian Association of Special Education - AASE 2005, Brisbane, Queensland, Australia: AASE. [More Information]
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