Emeritus Professor Adrian Ashman

Emeritus Professor

School of Education
Faculty of Humanities, Arts and Social Sciences

Overview

Cognitive educational psychology, Classroom-based instruction strategy training and problem solving, Intellectual disability, Learning difficulties, Aging and disability, Inclusion, Adolescent reading and writing habit, Issues relating to victimised youth, Creative Writing.

Professor Ashman completed his Bachelor of Arts degree with honours in Applied Psychology. He continued his studies at the University of Alberta, Canada and was granted a Master of Education (Counselling) and a PhD in the area of cognitive educational psychology. He has taught at the universities of Alberta, Regina, and Newcastle and came to the Schonell Special Education Research Centre in 1987. He has published widely in the area of cognitive psychology, special education and disability and has authored or edited over a dozen volumes in these areas. He is past national President of the Australian Society for the Study of Intellectual Disability, and past President of the International Association on Cognitive Education.

Qualifications

  • American Psychological Association, American Psychological Association
  • Masters (Coursework), Queensland University of Technology
  • Doctor of Philosophy, University of Alberta
  • Masters (Coursework) of Education, University of Alberta
  • Bachelor (Honours) of Arts, University of New South Wales

Publications

View all Publications

Publications

Book

Book Chapter

  • Carroll, Annemaree, Bower, Julie M., Ashman, Adrian F. and Lynn, Sasha (2017). Early secondary high school: a Mindfield® for social and emotional learning. Social and emotional learning in Australia and the Asia-Pacific: perspectives, programs and approaches. (pp. 335-352) edited by Erica Frydenberg, Andrew J. Martin and Rebecca J. Collie. Gateway East, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3394-0_18

  • Carroll, Annemaree, Hemingway, Francene, Bower, Julie, Ashman, Adrian, Houghton, Stephen and Durkin, Kevin (2014). Impulsivity in juvenile delinquency: differences among early-onset, late-onset, and non-offenders. Criminal Psychology. (pp. ---) edited by David Canter. New York, NY, USA: SAGE Publications Library of Criminology.

  • Ashman, Adrian F. (2014). Technology-enhanced learning: The introduction and use of information and communication technology in special education. K-12 education: concepts, methodologies, tools, and applications. (pp. 963-978) Hershey, PA., United States: IGI Global. doi: 10.4018/978-1-4666-4502-8.ch057

  • Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. The international handbook of collaborative learning. (pp. 297-313) edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell. New York, NY, United States: Routledge. doi: 10.4324/9780203837290.ch17

  • Ashman, Adrian (2012). A culture of inclusion. Education for inclusion and diversity. (pp. 6-33) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian (2012). Cerebral palsy. Education for inclusion and diversity. (pp. 61-62) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian and Merrotsy, Peter (2012). Learners and environments. Education for inclusion and diversity. (pp. 63-92) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian F. (2012). Technology-enhanced learning: the introduction and use of information and communication of technology in special education. Technologies for enhancing pedagogy, engagement, and empowerment in education: creating learning-friendly environments. (pp. 27-41) edited by Thao Le and Quynh Le. Hersey, PA, United States: Information Science Reference. doi: 10.4018/978-1-61350-074-3.ch003

  • Ashman, Adrian (2011). Students from indigenous backgrounds. Education for inclusion and diversity. (pp. 34-36) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian (2010). Modelling and guiding inclusive practices: A challenge for postgraduate students. Teacher education for inclusion: Changing paradigms and innovative approaches. (pp. 143-151) edited by Chris Forlin. London ; New York: Routledge. doi: 10.4324/9780203850879

  • Ashman, A. (2009). Contemporary cultures and education. Education for Inclusion and Diversity. (pp. 3-34) edited by Adrian F. Ashman and John Elkins. Frenchs Forest, NSW: Pearson Education Australia.

  • Ashman, A. and Merrotsy, P. (2009). Diversity and educational environments. Education for Inclusion and Diversity. (pp. 57-89) edited by A. F. Ashman and J. Elkins. Frenchs Forest, NSW: Pearson Education Australia.

  • Gillies, Robyn M., Ashman, Adrian F. and Terwel, Jan (2008). Concluding remarks. The teacher’s role in implementing cooperative learning in the classroom. (pp. 258-261) edited by Robyn M. Gillies, Adrian Ashman and Jan Terwel. New York, NY United States: Springer. doi: 10.1007/978-0-387-70892-8

  • Wu, Wu-Tien, Ashman, Adrian and Kim, Yong-Wook (2008). Education reforms in special education. Reform, inclusion and teacher education: Towards a new era of special and inclusive education in Asia-Pacific regions. (pp. 13-28) edited by Christine Forlin and Ming-Gon John Lian. London, U.K.; New York, U.S.A.: Routledge.

  • Ashman, Adrian F. (2008). School and inclusive practices. The teacher’s role in implementing cooperative learning in the classroom. (pp. 163-183) edited by Robyn M. Gillies, Adrian Ashman and Jan Terwel. New York, U.S.A.: Springer. doi: 10.1007/978-0-387-70892-8_8

  • Gillies, R. M., Ashman, A. F. and Terwel, J. (2008). The teacher's role in implementing cooperative learning in the classroom: An introduction. The Teacher's Role in Implementing Cooperative Learning in the Classroom. (pp. 1-8) edited by R. M. Gillies, A. F. Ashman and J. Terwel. New York, U.S.A.: Springer. doi: 10.1007/978-0-387-70892-8

  • Carroll, Annemaree, Bower, Julie, Hemingway, Francene and Ashman, Adrian (2007). Mindfields : A self-regulatory intervention for young people at risk who want to change their lives. The millennial adolescent. (pp. 59-64) edited by Nan Bahr and Donna Pendergast. Camberwell, Vic., Australia: ACER Press.

  • Ashman, A. F. (2005). Opportunities, rights and the individual. Educating Children with Diverse Abilities. (pp. 65-95) edited by Adrian Ashman and John Elkins. Sydney: Pearson Education Australia.

  • Ashman, A. F. (2005). Society, culture and education. Educating Children with Diverse Abilities (2nd). (pp. 5-36) edited by A. Ashman and J. Elkins. Sydney: Pearson Education Australia.

  • Gillies, R. M. and Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 1-18) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Guiding intellectual and personal growth across educational contexts. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 224-238) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Peer support networks in school and community settings. Cooperative learning: The social and intellectual outcomes of learning. (pp. 196-209) edited by Robyn Gillies and Adrian Ashman. London: Routledge. doi: 10.4324/9780203465264

  • Ashman, Adrian (2003). Peer-mediation and students with diverse learning needs. Cooperative learning: The social and intellectual outcomes of learning in groups. (pp. 87-102) edited by Robyn Gillies and Adrian Ashman. London, U.K.: RoutledgeFalmer. doi: 10.4324/9780203465264

  • Ashman, A. F. and Elkins, J. (2002). Rights and learning opportunities. Educating Children with Diverse Abilities. (pp. 41-72) edited by Ashman, A. F. and Elkins, J.. Frenchs Forest, NSW: Pearson Education.

  • Ashman, A. F. (2002). Society, culture and education. Educating Children with Diverse Abilities. (pp. 5-40) edited by A.F. Ashman and J. Elkins. Frenchs Forest, NSW: Pearson Education.

  • Hay, I., Ashman, A. F. and Ballinger, M. (2000). Investigating the factors that influence the formation of adolescents’ emotional stability and general self-concept. Self-concept theory, research and practice: Advances for the new millennium. (pp. 263-270) edited by R. G Craven and H. W. Marsh. Sydney: Self-Research Centre, University of Western Sydney.

  • Chan, W. Y., Ashman, A. F. and van Kraayenoord, C. E. (2000). Science and biological classification: Linking dynamic assessment to classroom curriculum. Dynamic assessment: Prevailing models and applications. (pp. 607-639) edited by Lidz, Carol S. and Elliott, Julian G.. Greenwich, CT: Java Advanced Imaging.

  • Naglieri, J. A. and Ashman, A. F. (1999). Making the connection between PASS and intervention. Essentials of CAS assessment. (pp. 151-181) edited by J. A. Naglieri. New York: John Wiley & Sons.

  • Ashman , A. F. and Elkins, J. (1998). Education across the life-span. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. and Elkins, J. (1998). Maximising the learning opportunities for all children. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. (1998). Students with an intellectual disability. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. (1998). The concept of learning disabilities/learning difficulties: Australia. Development and validation of instructional methods and support systems for students with learning difficulties. (pp. 65-68) edited by T. Ioya. Yokosuka City: Japan: National Institute of Special Education.

  • Ashman, A. F. (1997). Forward. Eyes on the future, I & II. (pp. 1-2) edited by P. Bramston and G. Parsons. Canberra, ACT: Disability Programs Division, Commonwealth Department of Health and Family Services.

  • Ashman, A. F. (1996). Aging and disability. Disability: A guide for health professionals. (pp. 241-273) edited by J. Annison, J. Jenkinson, J. W. Sparrow and J. Bethune. Melbourne: Thomas Nelson Australia.

  • Ashman, A. F. (1996). Cognitive strategies and teaching-learning processes for students with developmental disabilities. Cognitive strategies for students with developmental disabilities. (pp. ---) edited by D-y Chung. Ansan, Kyong-ki, Korea: Korea Institute for Special Education.

  • Ashman, A. F. and Elkins, J. (1996). Schooling and integration. New approaches to Down syndrome. (pp. 341-357) edited by B. Stratford and P. Gunn. London: Cassell.

  • Ashman , A. F. and Elkins, J. (1994). A life-span approach to education. Educating children with special needs. (pp. 545-566) edited by A. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. (1994). Aging: Looking toward changes to existing services. Quality and equality in intellectual disability. (pp. ---) edited by M. Arthur, R. N. F. Conway and P.J. Foreman. Newcastle, NSW: Special Education Centre, The University of Newcastle.

  • Hay, I., Ashman, A. F. and van Kraayenoord, C. (1994). Children’s self-concept and thinking: How are they related?. Thinking: International and interdisciplinary perspectives. (pp. 259-268) edited by J. Edwards. Melbourne: Hawker Brownlow.

  • Ashman, A. F. and Elkins, J. (1994). Providing learning opportunities for all children. Educating children with special needs. (pp. 1-35) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. (1994). Students with intellectual disabilities. Educating children with special needs. (pp. 433-489) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. Group and interactive learning. (pp. 423-428) edited by H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden. Southampton: GB: Computational Mechanics Publications.

  • Conway, R. N. F. and Ashman, A. F. (1992). Teaching students to accept responsibility for their behaviour through planning skills. Student behaviour problems: Directions, perspectives, expectations. (pp. ---) edited by B. Willis and J. Izard. Melbourne: Australian Council for Educational Research.

  • Ashman, A. F. (1991). Art and education for very young children with special needs. The arts in early childhood. (pp. 235-261) edited by S. K. Wright. Sydney: Prentice Hall.

  • Ashman, A. F. and Conway, R. N. F. (1991). Cognitive strategies for use in classes containing students with diverse abilities. Current themes in integration: The Exceptional Child Monograph No. 2. (pp. 75-90) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.

  • Ashman, A. F., Elkins, J. and van Kraayenoord, C. (1991). Intervention research in Australia. Intervention research in students with learning disabilities: An international perspective. (pp. 147-162) edited by B. Y. L. Wong. New York: Springer-Verlag.

  • Ashman, A. F. (1991). Process-Based Instruction: Integrating assessment and instruction. Interactive assessment. (pp. 375-396) edited by H. C. Haywood and D. Tzuriel. New York: Springer-Verlag.

  • Ashman, A. F. and Conway, R. N. F. (1990). A model for integrating processing strategies and curriculum content. Key issues in mental retardation research. (pp. 327-335) edited by W. Fraser. London: Routledge.

  • Ashman, A. F. and Elkins, J. (1990). Cooperative learning among special students. Children helping children. (pp. 207-233) edited by Foot, H. C., Morgan, M. J. and Shute, R. H.. Chichester: John Wiley.

  • Ashman, A. F. (1990). Intellectual disability. (pp. 62-103) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. and Elkins, J. (1990). Special education across the lifespan. Educating children with special needs. (pp. 420-437) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. and Elkins, J. (1990). Special education and special children. Educating children with special needs. (pp. 1-31) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.

  • Ashman, A. F. (1988). Integration: A faded philosophical snapshot?. Integration 25 years on: Exceptional Child Monograph No. 1. (pp. 1-4) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.

  • Ashman, A. F. and Conway, R. N. F. (1988). Process-Based Instruction: A model for teaching students with special needs in mainstream classes. Integration 25 years on: Exceptional Child Monograph No. 1. (pp. 155-166) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.

  • Conway, R. and Ashman, A. F. (1987). Process-based instruction: Incorporating learning skills within curriculum areas. Technology, resources and consumer outcomes. (pp. 133-139) edited by E. A. Bartnik, G. M. Lewis and P. A. O’Connor. Perth, WA: PE Publications.

  • Ashman, A. F. and Schroeder, S. R. (1986). Hyperactivity, methylphenidate, and complex human cognition. Advances in learning and behavioral disabilities. (pp. 295-316) edited by K. D. Gadow. Greenwich, C.T.: JAI Press.

  • Ashman, A. F. (1985). A perspective on education and training of the retarded. The education and training of the mentally retarded: Recent advances. (pp. i-v) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.

  • Ashman, A. F. (1985). Problem solving and planning: Two sides of the same coin. The education and training of the mentally retarded: Recent advances. (pp. 169-214) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.

  • Ashman, A. F. and Laura, R. S. (1985). Rights, interests, and mental handicap. Moral issues in mental retardation. (pp. 209-212) edited by R. S. Laura and A. F. Ashman. Beckenham, England: Croom Helm.

  • Laura, R. S. and Ashman, A. F. (1985). The philosophy of special education. Moral issues in mental retardation. (pp. 1-10) edited by R. S. Laura and A. F. Ashman. Beckenham, England: Croom Helm.

  • Ashman, A. F. (1985). Three facets of education and training for the retarded: Some developments and trends. The education and training of the mentally retarded: Recent advances. (pp. 279-293) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.

  • Ashman, A. F (1984). The cognitive abilities of the moderately and severely retarded. Cognitive strategies and educational performance. (pp. 249-278) edited by J. R. Kirby. New York: Academic Press.

  • Ashman, A. F. (1980). Changes in educational and residential care for the mentally retarded. Problem of handicap. (pp. 8-16) edited by R. S. Laura. Melbourne: Macmillan.

  • Ashman, A. F. (1978). Pre-school education for delayed children. Mental retardation: Facts and issues. (pp. 55-62) edited by A. F. Ashman and J. P. Das. Edmonton, Canada: Centre for the Study of Mental Retardation.

Journal Article

Conference Publication

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Note for students: Emeritus Professor Adrian Ashman is not currently available to take on new students.

Completed Supervision