Emeritus Professor Adrian Ashman

Emeritus Professor

School of Education
Faculty of Humanities and Social Sciences
adrian.ashman@uq.edu.au
+61 7 336 56403

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

  • FIASSID
  • Fellow, American Psychological Association
  • MA, Queensland University of Technology
  • PhD, University of Alberta
  • MEd, University of Alberta
  • BA (Hons), University of New South Wales

Publications

View all Publications

Publications

Book

Book Chapter

  • 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. In David Canter (Ed.), Criminal Psychology (pp. ---) New York, NY, USA: SAGE Publications Library of Criminology.

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

  • Ashman, Adrian (2012). A culture of inclusion. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 6-33) Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian (2012). Cerebral palsy. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 61-62) Frenchs Forest, Australia: Pearson.

  • Ashman, Adrian and Merrotsy, Peter (2012). Learners and environments. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 63-92) Frenchs Forest, Australia: Pearson.

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

  • Ashman, Adrian (2011). Students from indigenous backgrounds. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 34-36) Frenchs Forest, Australia: Pearson.

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

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

  • Ashman, A. and Merrotsy, P. (2009). Diversity and educational environments. In A. F. Ashman and J. Elkins (Ed.), Education for Inclusion and Diversity 3rd ed. ed. (pp. 57-89) Frenchs Forest, NSW: Pearson Education Australia.

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

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

  • Ashman, Adrian F. (2008). School and inclusive practices. In Robyn M. Gillies, Adrian Ashman and Jan Terwel (Ed.), The teacher’s role in implementing cooperative learning in the classroom (pp. 163-183) 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. In R. M. Gillies, A. F. Ashman and J. Terwel (Ed.), The Teacher's Role in Implementing Cooperative Learning in the Classroom (pp. 1-8) 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. In Nan Bahr and Donna Pendergast (Ed.), The millennial adolescent (pp. 59-64) Camberwell, Vic., Australia: ACER Press.

  • Ashman, A. F. (2005). Opportunities, rights and the individual. In Adrian Ashman and John Elkins (Ed.), Educating Children with Diverse Abilities 2 ed. (pp. 65-95) Sydney: Pearson Education Australia.

  • Ashman, A. F. (2005). Society, culture and education. In A. Ashman and J. Elkins (Ed.), Educating Children with Diverse Abilities (2nd) 2 ed. (pp. 5-36) 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. In Gillies, R. M. and Ashman, A. F. (Ed.), Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp. 1-18) London: RoutledgeFalmer.

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

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

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

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

  • Ashman, A. F. (2002). Society, culture and education. In A.F. Ashman and J. Elkins (Ed.), Educating Children with Diverse Abilities (pp. 5-40) 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. In R. G Craven and H. W. Marsh (Ed.), Self-concept theory, research and practice: Advances for the new millennium (pp. 263-270) 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. In Lidz, Carol S. and Elliott, Julian G. (Ed.), Dynamic assessment: Prevailing models and applications (pp. 607-639) Greenwich, CT: Java Advanced Imaging.

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

  • Ashman , A. F. and Elkins, J. (1998). Education across the life-span. In A. F. Ashman and J. Elkins (Ed.), Educating children with special needs 3rd ed. (pp. ---) Sydney: Prentice Hall.

  • Ashman, A. F. and Elkins, J. (1998). Maximising the learning opportunities for all children. In A. F. Ashman and J. Elkins (Ed.), Educating children with special needs 3rd ed. (pp. ---) Sydney: Prentice Hall.

  • Ashman, A. F. (1998). Students with an intellectual disability. In A. F. Ashman and J. Elkins (Ed.), Educating children with special needs 3rd ed. (pp. ---) Sydney: Prentice Hall.

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

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

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

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

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

  • Ashman , A. F. and Elkins, J. (1994). A life-span approach to education. In A. Ashman and J. Elkins (Ed.), Educating children with special needs 2nd ed. (pp. 545-566) Sydney: Prentice Hall.

  • Ashman, A. F. (1994). Aging: Looking toward changes to existing services. In M. Arthur, R. N. F. Conway and P.J. Foreman (Ed.), Quality and equality in intellectual disability (pp. ---) 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?. In J. Edwards (Ed.), Thinking: International and interdisciplinary perspectives (pp. 259-268) Melbourne: Hawker Brownlow.

  • Ashman, A. F. and Elkins, J. (1994). Providing learning opportunities for all children. In A. F. Ashman and J. Elkins (Ed.), Educating children with special needs 2nd ed. (pp. 1-35) Sydney: Prentice Hall.

  • Ashman, A. F. (1994). Students with intellectual disabilities. In A. F. Ashman and J. Elkins (Ed.), Educating children with special needs 2nd ed. (pp. 433-489) Sydney: Prentice Hall.

  • Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. In H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden (Ed.), Group and interactive learning (pp. 423-428) 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. In B. Willis and J. Izard (Ed.), Student behaviour problems: Directions, perspectives, expectations (pp. ---) Melbourne: Australian Council for Educational Research.

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

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

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

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

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

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

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

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

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

  • Ashman, A. F. (1988). Integration: A faded philosophical snapshot?. In A. F. Ashman (Ed.), Integration 25 years on: Exceptional Child Monograph No. 1 (pp. 1-4) 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. In A. F. Ashman (Ed.), Integration 25 years on: Exceptional Child Monograph No. 1 (pp. 155-166) 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. In E. A. Bartnik, G. M. Lewis and P. A. O’Connor (Ed.), Technology, resources and consumer outcomes (pp. 133-139) Perth, WA: PE Publications.

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

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

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

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

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

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

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

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

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

Journal Article

Conference Publication

  • Deppeler, Joanne, Ashman, Adrian F., Conway, Robert, Jones, Phyllis, O'Gorman, Elizabeth, Garcia-Cedillo, Ismael, Romero-Contreras, Silvia and Fletcher, Todd (2010). Collaboration in teacher professional learning: Universities, school-systems, schools and teachers. In: ISEC 2010 Full Conference Papers. The 7th Inclusive and Supportive Education Congress (ISEC2010), Belfast, Ireland, (). 2-5 August 2010.

  • Fielding-Barnsley, R., Hay, I. and Ashman, A. F. (2005). Phonological awareness: Necessary but not sufficient. In: F. Bryer, Making Meaning: Creating Connections that Value Diversity. 30th Annual Conference of AASE, Brisbane, (63-68). 23-25 September.

  • Ashman, A. F., Hay, I., McFarland, M. and Raciti, N. (2005). The Educational Adjustment Program Profile: A Queensland Initiative in the identification and Monitoring of Students with a Disability. In: Stimulating the Action as Participants in Participatory Research. 3rd Annual International Conference on Cognition, Language and Special Education Research, Surfers Paradise, Gold Coast, Queensland, (49-58). 2-4 December, 2005.

  • Young, L. and Ashman, A. F. (2004). Institution vs. centre-based vs. community living: An Australian perspective. In: A. J. Holland, Journal of Intellectual Disability Research: 12th IASSID World Congress. 12th IASSID World Congress, Montpellier, France, (414-414). 14-19 June, 2004. doi:10.1111/j.1365-2788.2004.t01-1-00609.x

  • Young, J. L. and Ashman, A. F. (2001). Ageing and deinstitutionalisation. In: Participation and Citizenship in the Wider World. 36th Annual Conference of Australian Society for the Study of Intellectual Disability, Melbourne, (97-98). 12-15 November, 2001.

  • Young, J-L.L., Ashman, A.F. and Grevell, P. (2001). Deinstitutionalisation in Queensland: Results from a matched sample. In: Participation and Citizenship int he Wider World. 36th Annual Conference of ASSID, Melbourne, (28-28). 12-15 November 2001.

  • Young, J. L., Ashman, A. F. and Grevell, P. (2001). It's not what you do--It's the way you do it: Case studies from the Challinor project. In: Participation and Citizenship in the Wider World. 36th Annual Conference of Australian Society for the Study of Intellectual Disability, Melbourne, (24-24). 12-15 November, 2001.

  • Young, L., Ashman, A. F., Sigafoos, J. and Grevell, P. (2000). Institutional reform: Life after 12 months of community living—A report on the Challinor project. In: C. Montgomery, Proceedings of the 1999 Direct Support Workers' Conference. Sharing the Road, Griffith University: Nathan, Queensland, (53-58). 1999.

  • Young, J., Ashman, A. F., Sigafoos, J. S. and Grevell, P. (1999). Deinstitutionalisation and changes in life circumstances of adults with an intellectual disability. In: Quality Lifestyles: ASSID 35th Annual Conference papers. 35th Annual Conference of the Australian Society for the Study of Intellectual Disability, Sydney, Australia, (45-45). 27-30 September 1999.

  • Gillies, Robyn M. and Ashman, Adrian F. (1995). Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6. In: Annual Conference of the International Association for the Study of Cooperation in Education (IASCE), Brisbane, Queensland, (). June 30-July 3, 1995.

  • Ashman, A. F. (1994). Professional partnerships: Some lessons in cooperation. In: Proceedings of the Conference on Family and School Matter. Family and School Matter, Darwin, NT: Northern Territory University, (). 1994.

  • Ashman, A. F. (1993). Keynote address. In: Proceedings of the Tasmania: Retarded Children’s Welfare Association of Tasmania’s one-day forum. Ageing Seminar—What Now? for people with intellectual disabilities, Launceston, Tasmania, (). 1993.

  • Ashman, A. F. (1993). The Social and Community Involvement of Older people with an intellectual disability. In: Conference Proceedings of Directions in Tasmanian Disability Services. Directions in Tasmanian Disability Services, Launceston, Tasmania, (1-10). 1993.

  • Conway, R. and Ashman, A. F. (1992). Teaching students to accept responsibility for their behaviour through planning skills. In: Bill Willis and John Izard, Proceedings of the 1992 National Conference on Student Behaviour Problems: Directions, Perspectives and Expectations Toward the Year 2000. 1992 National Conference on Student Behaviour Problems: Directions, Perspectives and Expectations Toward the Year 2000, Hawthorn, Victoria, (1-5). .

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