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Dr Christopher Rayner

Honorary Associate

Biography

Christopher (Chris) is an Adjunct Lecturer\ in\ Inclusive Education\ with\ Alphacrucis\ College\ and the National Institute for Christian Education. Chris is the Academic Director, Professional Experience, for the University of Tasmania's Faculty of Education.\

Christopher's teaching and research interests have focused on the ways educators and learning communities promote access, participation, and achievement for all students and cater for student diversity and exceptionality, particularly students with Autism Spectrum Disorder and other developmental disabilities. You can read about his work with the University of Tasmania\ here. Chris\ teaches EDU546\ Equity and Inclusion: Educating Students with Disability,\ with\ the National Institute for Christian Education.\

Qualifications

PhD (University of Tasmania) – 2011

GradCertEd (University of Tasmania) – 2008

BTeach (Middle School) (University of Tasmania) – 2004

BSci (University of Tasmania) – 2004

  • Research Publications

    Books

    • 2017
      • Rayner, C. (2017). Video Learning Profiles: Pilot Study Report. University of Tasmania: Hobart. | External link
    • 2016
      • Owen, C., McCann, D., Rayner, C., Devereaux, C., Sheehan, F., and Quarmby, L. (2016). Supporting students with autism spectrum disorder in higher education. National Centre for Student Equity in Higher Education, Curtin University: Perth, WA.

    Book Chapters

    • 2014
      • Rayner, C. (2014). Video-based intervention for individuals with autism: Impacts of imitation skills and model types In N. Fitzallen, S. Fan & R. Reaburn (eds.), The Future of Educational Research (pp. ). Sense Publishers: Netherlands.
    • 2013
      • Rayner, C. (2013). The power of one: Using single-case research designs to inform evidence based practice In T. Le (Ed.), Conducting research in a changing and challenging world (pp. ). Nova Science: New York.

    Journal Articles

    • 2019
      • Garrad, T., Rayner, C., & Pedersen, S. (2019). Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders. Journal of Research in Special Educational Needs, Vol. 19, No. 1 58-67. | External link
    • 2018
      • Rayner, C. (2018). Inclusive education: What does it mean for Christian learning communities into the future?. The Christian Teachers Journal, Vol. 26, No. 1 18-23.
    • 2017
      • Round, A., Baker, W.J., & Rayner, C. (2017). Using visual arts to encourage children with Autism Spectrum Disorder to communicate their feelings and emotions. Open Journal of Social Sciences, Vol. 5, No. 10 90-108. | External link
    • 2016
      • Rayner, C. & Swabey, K. (2016). Chaplains' perspectives on their work in Tasmanian government schools. International Journal of Christianity & Education, Vol. 20, No. 3 199-219.
    • 2015
      • Rayner, C. (2015). Video-based intervention for children with autism: Towards improved assessment of prerequisite imitation skills. Developmental Neurorehabilitation, Vol. 18, No. 2 113-121.
      • Jarman, B. & Rayner, C. (2015). Asperger’s and girls: What teachers need to know. Australasian Journal of Special Education, Vol. 39, No. 2 128-142.
    • 2014
      • Muir, T., Allen, J., Rayner, C., & Cleland, B. (2014). Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life. Journal of Interactive Media in Education, Vol. 1, No. 3.
      • Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study. Asia-Pacific Journal of Teacher Education, Vol. 42, No. 3 212-227.
    • 2013
      • Rayner, C. & Allen, J. (2013). Using online video-recorded interviews to connect the theory and practice of inclusive education in a course for pre-service teachers. Australasian Journal of Special Education, Vol. 37, No. 2 107-124.
      • Roche, L., Sigafoos, J., Lancioni, G., O'Reilly, M., van de Meer, L., Achmadi, D., Green, V., Kagohara, D., Sutherland, D., Rayner, C. & Marschik, P. (2013). Comparing tangible symbols, picture exchange, and a direct selection response for enabling two boys with developmental disabilities to access preferred stimuli. Journal of Developmental and Physical Disabilities, Vol. 26, No. 3 249-261.
      • Rayner, C. (2013). The finding that three children with ASD were taught to use an iPad PECS app was conclusive, though one participant retained a preference for use of the traditional PECS book. Evidence-based communication assessment and intervention, Vol. 7, No. 2 68-72.
    • 2011
      • Rayner, C. (2011). Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability. Developmental Neurorehabilitation, Vol. 14, No. 6 331-338.
      • Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation, Vol. 14, No. 6 339-347.
    • 2010
      • Rayner, C. (2010). Video-modelling to improve task completion in a child with autism. Developmental Neurorehabilitation, Vol. 13, No. 3 225-230.
    • 2009
      • Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, Vol. 3, No. 2 291-303.

  • Scholarship

    Internal and External Grants

    • 2019
      • Contract Research [Team member]: Making Launceston a Child Friendly City: What do children think?, $5000, Anglicare Tasmania
      • Discovery Project [Team member]: Sibling influence on development of children with autism spectrum disorder, $490000, Australian Research Council
      • [Individual Grant, sole CI]: Portable touch-screen technologies in the education of children with autism, $14000, University of Tasmania: Grant-Research Enhancement (REGS)
      • (Lead CI in collaborative partnership): Contract Research - Video Learning Profiles, $4000, Department of Education, Professional Learning Institute
      • [Team member]: Supporting students with Autism Spectrum Disorder in Higher Education, $29000, National Centre for Student Equity in Higher Education, Curtin University
    • 2018
      • New Voice in Educational Leadership, Australian Council for Educational Leadership (ACEL)
    • 2013
      • Teaching Merit Certificate, University of Tasmania
    • 2012
      • Faculty of Education Research Merit Certificate, University of Tasmania
      • Teaching Merit Certificate, University of Tasmania
    • 2011
      • Teaching Merit Certificate, University of Tasmania
    • 2005
      • Early Career Research Award, School of Education

  • Teaching

    Not currently teaching

  • Supervision

    • Current
      • PhD Candidate, Inclusive Education in Practice in Australia and Teacher Preparedness: A lesson for Ghana (Doctoral Thesis)
      • PhD Candidate, Teachers' Attitudes Toward the Inclusion of Students with autism spectrum disorder at Levels 1,2 & 3 (Doctoral Thesis)
      • PhD Candidate, Dual Enrolment Arrangements across mainstream and Special Schools in Australia: The perspectives of educators, allied health professionals, parents, and dual enrolled students (Doctoral Thesis)
      • PhD Candidate, Environments to Decrease Loneliness amongst People with Intellectual Disability (Doctoral Thesis)
      • PhD Candidate, How Prepared are Principals for the Task of Leadership in Faith Based Schools? (Doctoral Thesis)
      • PhD Candidate, The Education of Girls with Asperger's Syndrome (Doctoral Thesis)
      • PhD Candidate, Technological Collaboration: Teachers, parents, and allied health professionals supporting students with autism spectrum disorder through information communication technology (Doctoral Thesis)
    • Completed
      • 2015
        • Somerton, M. I., Reading Between the Lines: An intervention concerning reading comprehension, students with high functioning Autism Spectrum Disorder, and the design of educational software for mobile technologies (Doctoral Thesis)