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Chris Rayner

Dr Christopher Rayner

Honorary Associate

Biography

Chris is a Senior Lecturer at the National Institute for Christian Education and Honorary Associate at Alphacrucis University College. He has a particular interest in mentoring, coaching, and spiritual formation. For just over 11 years (2010-2022), Chris worked as a research academic and teacher educator for the University of Tasmania, with a focus on inclusive education.

From 2022 to 2025, he served Christian Schools Tasmania as Teacher Development and Innovation Coordinator and Director of the Tasmanian CEN Teaching Hub. Chris and his wife, Naomi, have three children and fellowship with Kingborough Family Church.

Qualifications

PhD (University of Tasmania) – 2011

MEd(Lead) (National Institute for Christian Education) – 2023

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. | 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.

    Book Chapters

    • Forthcoming
      • Rayner, C., Westraad, S., Hastie, D., Van De Mortel, S., Clemens, E., Beitsch, A., & Heckathorn, B.. It takes a village to raise a teacher: Formation of future Christian school educators through the Teaching School Hub model In J. Verdouw, F.; Partridge, J.; Ireland, & C. Rayner (Eds.), Educating for hope (pp. ). National Institute for Christian Education.
    • 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.
    • 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.

    Journal Articles

    • 2023
      • Cuskelly, M., Gilmore, L., Rayner, C., Girkin, F., Mulvihill, A., & Slaughter, V. (2023). The impacts of typically developing siblings on the developmental outcomes of children with disability: A scoping review. Research in Developmental Disabilities, September 2023, 104574 140.
    • 2021
      • Garrad, T.-A., Rayner, C., Pedersen, S., & Cuskelly, M. (2021). From research to reality: Australian evidence-based practice in autism education. Journal of Research in Special Educational Needs, 21 1-11.
      • Thomas, J., & Rayner, C. (2021). A preliminary study of students with disabilities in ‘Flexi’ education settings. Australasian Journal of Special and Inclusive Education, 45(1) 76–89.
    • 2020
      • Vlcek, S., Somerton, M., & Rayner, C. (2020). Collaborative teams: Teachers, parents, and allied health professionals supporting students with autism spectrum disorder in mainstream Australian schools. Australasian Journal of Special and Inclusive Education, 44(2) 102–115.
      • Opoku, M., Rayner, C., Cuskelly, M., & Pedersen, S. (2020). The impact of teacher attributes on intentions to practice inclusive education in secondary schools in Ghana. International Journal of Disability, Development and Education,  1–17.
    • 2019
      • Opoku, M., Rayner, C., Pedersen, S., & Cuskelly, M. (2019). Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: A scoping review. International Journal of Inclusive Education,  1–17.
      • 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
      • McMahon, J., Wiltshire, G., McGannon, K., & Rayner, C. (2019). Children with autism in a sport and physical activity context: A collaborative autoethnography by two parents outlining their experiences. Sport, Education and Society,  1–13.
    • 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 and 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
      • 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.
      • 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.
    • 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.

  • 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

  • Presentations

  • Engagement Publications



  • Professional Memberships

  • 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
      • 2020
        • Maxwell Opoku, The intentions of secondary school teachers towards practicing inclusive education in Ghana (Doctoral Thesis)
        • Traci-Ann Garrad, Teachers’ decision-making processes for evidence-based practices for students with autism spectrum disorder (Doctoral Thesis)
      • 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)

  • Projects