Dr Satine Winter ~ Lecturer

Teaching

• ED1481: Educational Psychology: Learners and Learning (Level 1; CNS & TSV)
• ED2442: Inclusive Education for Special Needs (Secondary) (Level 2; CNS)
• ED3442: Inclusive Education: Differentiated Learning for Students with Special Needs and Abilities (Level 3; CNS & TSV)
• ED4991: Independent Study 1 (Level 4; TSV)
• ED5950: Learning for Diverse Learners in Primary School Contexts (Level 5; CNS & TSV)
• ED5955: Learners and Learning in Secondary School Contexts (Level 5; CNS & TSV)
• ED5960: Teaching for Learning in Diverse Primary School Contexts (Level 5; CNS)
• ED5965: Teaching for Learning in Diverse Secondary School Contexts (Level 5; CNS)

Interests

Research

• Inclusive Education, Teaching to Diversity, Disability, Differentiation, Universal Design for Learning, Sociology of Disability, Disability Policy/Legislation, Education Policy, Human Rights, Parent/Professional Training and Collaboration, and Autism Spectrum Disorders

Experience

• 2019 to present - Fellow, The Cairns Institute, JCU (Cairns)
• 2018 to present - Adjunct Research Fellow, GIER, Griffith University (Brisbane)

Research Disciplines

• Curriculum and Pedagogy (1302)

Socio-Economic Objectives

• Teaching and Instruction (9302)
• Curriculum (9303)

Awards

• 2010 - Australian Association for Special Education Brisbane Branch Award
• 2009 - National Innovative Curriculum Award ~ Australian Curriculum Studies Association

Memberships

• 2007 - Golden Key International Honour Society

Other

• 2013 to 2015 - University Council (Board) Member, Griffith University
• 2007 to 2009 - University Council (Board) Member, Griffith University

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles

• Reitano P and Winter S (2017) Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers. The Curriculum Journal, 28 (3). pp. 403-420