Dr Coral Kemp

Dr Coral Kemp

MUSEC - Coral Kemp image 

Title: Honorary Fellow
Phone: 02 9850 8712
Fax: 02 9850 8254
Email: coral.kemp@mq.edu.au
Office: X5A 110

Introduction

Coral Kemp taught undergraduate and postgraduate courses in Special Education at Macquarie University from 1991 to 2008. Currently, she holds a part-time position supervising research students and continues to pursue her research interests.

Coral has been involved in the education of children in both regular and special settings for over thirty years in the capacity of regular teacher, special class teacher, early intervention teacher, resource teacher, consultant and program co-ordinator. This has involved her working for two state departments of education, the NSW Association of Independent Schools, a community-based disability organisation and Macquarie University. Coral has expertise in assessment and programming for children, in particular young children with special needs, and also in working collaboratively with parents and schools. She is a committee member for the International Society of Early Intervention.

Coral has conducted research into transition, inclusion and child engagement as well as early literacy and numeracy development. In 2004 Coral wrote a successful application for the trial of a staff training and coaching model for the support of infants and children with disabilities in childcare. The model of early intervention support for infants and young children with disabilities developed by Coral was funded by the federal government for an initial period of three years in 2004. This model was accepted as a promising practice by the Australian Institute of Family Studies in 2008 and continues to be funded by government under the auspice of the STaR Inclusive Early Childhood Association of which Coral is a founding Director. In 2007 Coral was awarded a Macquarie University Community Engagement award for her work in this area,

Research Interests

  • Early intervention (including transition to school).
  • Engagement of children with disabilities in early childhood settings
  • Early academic development of children with intellectual disabilities and developmental delay.
  • Inclusion.
  • Evidence-based interventions for children with additional needs

Publications

YearCitation
2016

 Kemp, C. (2016). Early childhood inclusion in Australia. Infants and Young Children, 29(3), 178-187. DOI:10.1097/IYC.0000000000000062

2016

Kemp, C., Stephenson, J., Cooper, M., & Hodge, K. (2016). Engaging preschool children with severe and multiple disabilities using books and iPad apps. Infants and Young Children, 29(4), 249-266. DOI: 10.1097/IYC.0000000000000075

2014Kemp, C. (2014). Inclusion in early childhood. In P. Foreman, & M. Arthur-Kelly (Eds.), Inclusion in Action (4th ed., pp 411-456). South Melbourne, Victoria: Centage Learning.
2014Meeks, L., Kemp, C., & Stephenson, J. (2014) Standards in Literacy and Numeracy: Contributing factors. Australian Journal of Teacher Education, 39(7).
2013Walsh, R. L., & Kemp, C. R. (2013). Evaluating Interventions for Young Gifted Children Using Single-Subject Methodology: A Preliminary Study. Gifted Child Quarterly, 57,110-120.
2013Kemp, C., Kishida, Y., Carter, M, & Sweller, N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare. Early Childhood Research Quarterly, 28, 124-143. doi: 10.1016/j.ecresq.2012.03.003
2012Stephenson, J., Carter, M., & Kemp, C. (2012). Quality of the information on educational and therapy interventions provided on the web sites of national autism associations. Research in Autism Spectrum Disorders, 12, 6-18. doi: 10.1016/j.rasd.2011.08.002
2012Walsh, R. L., Kemp, C.R., Hodge, K. A., & Bowes, J. M. (2012). Searching for evidence-based practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35, 103-128. doi: 10.1177/016235321440610
2011Kemp, C. (2011). Inclusion in early childhood. In P. Foreman (Ed.), Inclusion in Action (3rd ed., pp. 402-445). Sth Melbourne Victoria: Thompson Learning Australia.
2010Huck, S., Kemp, C., & Carter, M. (2010). Self-concept of children with disability in mainstream settings. Journal of Intellectual and Developmental Disability, 35, 141-154.
2010Walsh, R. L., Hodge, K. A., Bowes, J. M., & Kemp, C. (2010). Same age, different page: Overcoming the barriers to catering for young gifted children in prior-to-school settings. International Journal of Early Childhood, 42, 43-58.
2010Kishida, Y., & Kemp, C. (2010). Training staff to measure the engagement of children with disabilities in inclusive childcare centres. International Journal of Disability, Development and Education, 57, 21-41.
2010Howell, S., & Kemp, C. (2010). Assessing preschool number sense: Skills demonstrated by children prior to school. Educational Psychology, 30, 411-429.
2010Beaman, R., & Wheldall, K., & Kemp, C. (2010). Recent research on troublesome classroom behaviour. In K. Wheldall (Edn.), Developments in educational psychology (2nd ed.). London: Routledge.
2009Kishida, Y., & Kemp, C. (2009). The engagement and interaction of children with Autism Spectrum Disorder in segregated and inclusive early childhood center-based settings. Topics in Early Childhood Special Education, 29, 105-118.
2009Howell, S., & Kemp, C. (2009). A participatory approach to the identification of measures of number sense in children prior to school entry. International Journal of Early Years Education, 17, 47-65.
2008Mulligan, J., Mitchelmore, M. C., Kemp, C., Marston, J., & Highfield, K. (2008). Encouraging mathematical thinking through pattern and structure: An intervention in the first year of schooling. Australian Primary Mathematics Classroom, 13, 10-15.
2008Kishida, Y., Kemp, C. R., & Carter, M. (2008). Revision and validation of the Individual Child Engagement Record: A practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings. Journal of Intellectual and Development Disability, 33, 158-170.
2007Hong, S-J., & Kemp, C. (2007). Teaching sight word recognition to preschoolers with delays using activity-based intervention and didactic instruction: A comparison study. Australasian Journal of Special Education, 31, 89-107.
2007Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31, 45-60.
2006Howell, S., & Kemp, C. (2006). An international perspective of early number sense: Identifying components predictive of difficulties in early mathematics achievement. Australian Journal of Learning Disabilities, 11, 197-207.
2006Kyoung Sun, K., & Kemp, C. (2006). The acquisition of phonological awareness and its relationship to reading in individuals with intellectual disabilities. Australasian Journal of Special Education, 30, 86-99.
2006Hodge, K. A., & Kemp, C. R. (2006). Recognition of giftedness in the Early Years of School: Perspectives of Teachers, Parents and Children. Journal for the Education of the Gifted, 30, 164-204.
2006Kishida, Y., & Kemp, C. (2006). Measuring child engagement in inclusive early childhood settings: Implications for practice. Australian Journal of Early Childhood, 31, 14-19.
2006Kishida, Y., & Kemp, C. (2006). A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study. Journal of Intellectual & Developmental Disability, 31, 101-114.
2006Kemp, C., & Carter, M. (2006). The contribution of academic skills to the successful inclusion of children with disabilities. Journal of Developmental and Physical Disabilities, 18, 123-147.
2006Kemp, C., & Carter, M. (2006). Active and passive task related behaviour, directions following and the inclusion of children with disabilities. Education and Training in Developmental Disabilities, 41, 14-27.
2006Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.
2005Howell, S., & Kemp, C. (2005). Defining early number sense: A participatory Australian study. Educational Psychology, 25, 555-571.
2005Kemp, C., & Hayes, A. (2005). Early intervention in Australia: The Challenge of Systems Implementation. In M. J. Guralnick (Ed.), The Developmental Systems Approach to Early Intervention (pp. 401-423). Paul H Brooks Publishing Co: Brookes.
2005Kemp, C., & Carter, M. (2005). Identifying skills for promoting successful inclusion in Kindergarten. Journal of Intellectual and Developmental Disability, 30, 31-44.
2004Howell, S., & Kemp, C. (2004). The role of number sense in the identification and prevention of mathematics disability: A consideration of the phonemic awareness/number sense analogy. The Australasian Journal of Special Education, 28, 65-78.
2004Rudland, N., & Kemp, C. (2004). The professional reading habits of teachers: Implications for student learning. Australasian Journal of Special Education, 28, 4-17.
2003Kemp, C. (2003). Investigating the transition of young children with intellectual disabilities into mainstream classes: An Australian perspective. International Journal of Disability, Development and Education, 50, 403-433.
2002Chadwick, D., & Kemp, C. (2002). Critical factors of successful transition to mainstream kindergarten for children with disabilities. Australasian Journal of Special Education, 26, 50-68.
2002Kemp, C., & Carter, M. (2002). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22, 391-411.
2002Hodge, K., & Kemp, C. (2002). The role of an invitational curriculum in the identification of giftedness in young children. Australian Journal of Early Childhood, 27, 33-38.
2002Davie, J., & Kemp, C. (2002). A comparison of the expressive language opportunities provided by shared book reading and facilitated play for young children with mild to moderate disabilities. Educational Psychology, 22, 445-460.
2001Chadwick, D., & Kemp C. (2001). Essential skills for survival in a mainstream kindergarten classroom. Special Education Perspectives, 9, 27-41.
2000Kemp, C., & Carter, M. (2000). Demonstration of classroom survival skills in kindergarten: A five-year transition study of children with intellectual disabilities. Educational Psychology, 20, 393-411.
2000Green, I., & Kemp, C. (2000). The effect of student focussed teacher inservice on the progress of mainstreamed kindergarten students. The Australasian Journal of Special Education, 22, 158-179.

Grants

YearSourceTitleAmount
2012Commonwealth Bank Community GrantBowes.J., Hodge, K., & Kemp, C. (2012). Academic skills tutoring of children raised by grandparents$9,321
2008-2010ARC Discovery Grant  2008-2010Reconceptualising early mathematics education: The fundamental role of pattern and structure. Chief Investigators: Joanne Mulligan, Lyn English, Mike Mitchelmore, Coral Kemp$270,000
2009Department of Family and Housing, Community Services and Indigenous Affairs (FaHCSIA) for an additional year in 2008The StaR Inclusive Early Childhood Research Project (through AccessMQ)$168,560
2009Department of Family and Housing, Community Services and Indigenous Affairs (FaHCSIA)The STaR Inclusive Early Childhood Research Project (through AccessMQ)$166,726
2007ACES Learning and Teaching Fund Allocation.Video sequences illustrating exemplary practice in the education of students with special needs in real classrooms$44,430
2006Macquarie University Safety NetPreventing failure in mathematics: An experimental intervention in the first year of schooling$20,000 (from 2005)
2005Funded for $500,000 over four years, through the Stronger Families and Communities Strategy (Department of Family and Community Services.The STaR Inclusive Early Childhood Research Project (through AccessMQ)$125,000
2005A MURDG grant under the Safety Net SchemePreventing Failure in Mathematics: An Experimental Intervention in the First Year of Schooling$20,000
2005Macquarie University Research Development GrantEngagement of Children with Disabilities in Inclusive Childcare Centres$18,753
2005Stronger Families and Communities Strategy (Department of Family and Community Services)The STaR Inclusive Early Childhood Research Project (through AccessMQ)$224,000
2005A Macquarie University Research Development Grant to assist with the collection of engagement data in the STaR Project.Engagement of Children with Disabilities in Inclusive Childcare Centres$18,753
2005The STaR Association agrees to a new contract for the STaR Inclusive Early Childhood Research Project to operate at Meadowbank Learning Centre in 2005The STaR Inclusive Early Childhood Research Project (through AccessMQ)$130,000
2005Family and Community Services and the STaR Inclusive Early Childhood Association (through MRLSTaR Inclusive Early Childhood Program 2005-2008$500,000
2004The STaR Inclusive Early Childhood Education Program is a service designed to assist families of children with disabilities.STaR Inclusive Early Childhood Program 2004$145,924
2003The STaR Inclusive Early Childhood AssociationSTaR Inclusive Early Childhood Program 2003$76,091

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