Research
STaR is committed to evidence-based practice in the education of people with disabilities, including support of their families and educators. The basic philosophy and strategies of the STaR Early Years Program were developed from a 10-year research project undertaken at the Macquarie University Special Education Centre (MUSEC).
Our team keeps up-to-date with current research in the fields of early childhood intervention and special education and continues to incorporate evidence-based practices into our programs.
We also conduct our own research, usually in collaboration with academics affiliated with the Institute of Special Educators (InSpEd), Western Sydney University, or Macquarie University.
Our Research
Are you keen to know more about recent research projects involving STaR researchers, children and families, or recent research commissioned by STaR? The research reports below include a summary of the research and key findings.
Global Postschool Pockets of Excellence
Early Childhood Intervention Under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers
Engaging preschool children with severe and multiple disabilities using books and iPad apps
The use of peer mediation and educator facilitation to promote turn taking in young children with autism spectrum disorder in inclusive childcare
Current projects
Purpose of this study: to gain an understanding of what parents/guardians think about the post-school experiences of their young adult children with disabilities. We want to know how these compare to their experiences in the early childhood and school years. We will use the information we collect to identify how post-school services for people with disability could be improved.
Research team: Dr Sarah Carlon, Dr Coral Kemp, Dr Jessica Zanuttini, Dr Rahul Ganguly, Margaret Meaker
Purpose of this study: Standards of early childhood intervention (ECI) practice in Australia have changed substantially in the last decade following changes to government policy and funding. Recent research suggests that providers rely on skills gained through professional training. The aim of this study, therefore, is to assess the extent to which the current university preparation of professionals most commonly employed in ECI roles in Australia (speech pathologists, occupational therapists, and early childhood educators) meets Australian best practice guidelines.
Research team: Dr Coral Kemp, Dr Sarah Carlon, Dr Jessica Zanuttini, Dr Susana Gavidia-Payne
Purpose of this study: To identify: (1) the key features and components commonly evaluated in postschool learning programs for individuals with intellectual and developmental disabilities, (2) how these programs vary across program types, locations and participant focus, and (3) the key findings related to the effectiveness of these programs in promoting learning outcomes.
Research team: Dr Jessica Zanuttini and Dr Sarah Carlon
Publications and Conference Presentations
From the beginning, STaR has been committed to contributing to the evidence base in early childhood intervention for young children with disability or developmental delay, and to the evidence base in special education more broadly.
A list of publications and conference presentations based on research involving STaR program staff, children, families, and early childhood educators from STaR-affiliated early childhood education and care services is included here. More details about recent studies are included in our research reports.
Carlon, S., Zanuttini, J.Z., Kemp, C., & Gavidia-Payne, S. (2025). Advertised Australian early childhood intervention role descriptions: Are they reflective of best practice and are the skills, knowledge, and experience sought by employers suitable?. Infants and Young Children, 38(2), 87-106.
Gavidia-Payne, S., Zanuttini, J.Z., Carlon, S., & Kemp, C. (2024). Early childhood intervention under the Australian National Disability Insurance Scheme: Characteristics and recruitment practices of service providers. Early Childhood Education Journal.
Kemp, C., Stephenson, J., Cooper, M., & Hodge, K. (2019). The use of peer mediation and education facilitation to promote turn taking in young children with autism spectrum disorder in inclusive childcare. Infants and Young Children, 32, 151-157.
Kemp, C. (2016). Early childhood inclusion in Australia. Infants and Young Children, 29, 178-187.
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, 249-266.
Kemp, 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.
Kishida, 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.
Kishida, 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.
Kishida, Y., Kemp, C., & 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 Developmental Disability, 33, 158-170.
Hong, 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.
Kishida, Y., & Kemp, C. (2006). Measuring child engagement in inclusive early childhood settings: Implications for practice. Australian Journal of Early Childhood, 31 (2), 14-19.
Kishida, Y., & Kemp, C. (2006). A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study. Journal of Intellectual and Developmental Disability, 31, 101- 114.
Kemp, C. (2021). Special Teaching and Research (STaR): Twenty years of special education support for children with disabilities and their families. InSpEd Insights, December 2021 issue.
Hong, S-J., & Kemp, C. (2007). The efficacy of activity-based intervention in early childhood special education. Early Links, 12(1), 9-18.
Kemp, C. (2006). The STaR Inclusive Early Childhood Project: An innovative model of service delivery. Early Links, 11(2), 13-21.
Hodge, K. (2006). Increasing knowledge and skills through the STaR Project: Sue and Rosie tell their story. Early Links, 11(2), 22-27.
Hodge, K. (2006). A journey of surprises. Early Links, 11(2), 28-32.
Kemp, C., & Kishida, Y. (2004). Engagement as a legitimate measure of the quality of early intervention. Early Links, 9(1), 24-29.
Kemp, C. (2003). A STaR Update. Early Links 8(2), 12-13.
Carlon, S. & Zanuttini, J.Z. (2024, September). An exploratory study of family perspectives of post school opportunities for young people with disabilities. Enabling Ability: Connecting Disability Research, Education and Services in Greater Western Sydney, Western Sydney University, Sydney.
Carlon, S. (2022, May). Tuning in to the needs of young children with disability or delay. Invited presentation to the 2022 NSW Department of Education Early Learning Inclusion Forum, online.
Carlon, S., & Cooper, M. (2022, May). Practical strategies to support inclusion. Workshop presented at the 2022 NSW Department of Education Early Learning Inclusion Forum, online.
Cooper, M., & Kemp, C. (2017, November). Transition to school. Paper presented at the AASE Professional Learning Forum Series: Transitions for students with disability, University of Technology, Sydney.
Stephenson, J., Cooper, M., Kemp, C., & Hodge, K. (2017, May). Promoting successful inclusion: A peer mediated intervention for developing turn-taking skills in young children with disabilities. Paper presented at the ECIA NSW/ACT State conference: Beyond possibilities – Investing in the future, Sydney.
Hodge, K. (2017, February). “Paint and playdough don’t do it for him any more”: Differentiating the curriculum for preschoolers who are (or possibly are) gifted. Invited paper presented at the 4th Ignite the Spark, Fuel the Fire: Innovative Differentiation conference of UNSW and the NSW Department of Education, Sydney.
Kemp, C., & Chadwick, D. (2015, December). STaR: A model for support for children with disabilities in inclusive childcare. Workshop presented at the Inaugural Symposium for Early Intervention in the 21st Century Symposium, Macquarie University, Sydney.
Hodge, K. (2015, May). “Paint and playdough don’t do it for him any more.” Meeting the needs of young gifted children (and their parents) in a supported playgroup. Mini-keynote paper presented at the conference of the Victorian Association for Gifted and Talented Children, Melbourne.
Hodge, K. (2015, March). Early childhood education for children who are gifted. Paper presented at the Inspiration: A Catalyst for Quality conference, University of Technology Sydney Child Care/Gowrie/Macquarie University Campus Life, Sydney.
Kemp, C. (2005, November). Establishing partnerships to support inclusive practice in childcare: The integration of service delivery, training and research. Paper presented at the 5th Australian Association of Special Education Hunter Branch Regional Conference, University of Newcastle, Newcastle, NSW.
Kemp, C. (2005, April). Developing an inclusive early childhood model. Invited presentation to the Early Learning Consultants Conference of NSW Department of Education and Training, Sydney, NSW.
Carlon, S., Zanuttini, J., Kemp, C., & Gavidia-Payne, S. (2024, May). Do advertised Australian early childhood intervention roles reflect best practice?. Paper presented at the 2nd National Professionals and Researchers in Early Childhood Intervention Conference, Gold Coast, Qld.
Cooper, M. & Carlon, S. (2024, May). Establishing and maintaining a collaborative coaching partnership to support inclusion in an early childhood education and care service. Paper presented at the 2nd National Professionals and Researchers in Early Childhood Intervention Conference, Gold Coast, Qld.
Carlon, S. (2022, November). Professional development webinar to support early childhood inclusion in NSW early childhood services. Paper presented at the Inaugural National Professionals and Researchers in Early Childhood Intervention Conference, Online.
Hodge, K. (2016, September). Families with very young children who are (possibly) gifted: Parents’ and facilitators’ perspectives of a supported playgroup. Paper presented at the biennial national conference of the Australian Association for the Education of the Gifted and Talented, Sydney.
Stephenson, J., Kemp, C., Hodge, K., & Cooper, M. (2015, August). Promoting successful inclusion: A peer mediated Intervention for developing turntaking skills in young children with disabilities. Paper presented at the joint conference of the Australian Association of Special Education and the Western Australian Education Support Principals’ and Administrators’ Association, Freemantle, WA.
Cooper, M., Stephenson, J., Kemp, C., & Hodge, K. (2014, September). Using iPads to engage young children with high support needs in inclusive childcare: Lessons from research. Learning café presentation at the Australian Association of Special Education National Conference, Sydney.
Cooper, M., Stephenson, J., & Kemp, C. (2014, May). Promoting the engagement of children with high support needs in inclusive childcare settings: A comparison of shared book reading and iPad apps. Paper presented at the Inclusive Learning Technologies Conference, Gold Coast.
Kishida, Y., & Kemp, C., (2012, August). Make child engagement a focus in your centre. Paper presented at the Early Childhood Intervention Australia 10th Biennial Conference; 1st Asia-Pacific Early Childhood Intervention Conference, Perth.
Hodge, K. (2012, July). Help! I think my child might be gifted. Evaluation of a supported playgroup. Poster presented at the Australian Institute of Family Studies Biennial Conference, Melbourne.
Kemp, C., & Chadwick, D. (2006, March). The STaR Inclusive Early Childhood Project. Paper presented at 7th biennial conference of Early Childhood Intervention Australia, Adelaide.
Kishida, Y., & Kemp, C. (2006, March). Measuring child engagement: Implication for inclusive practice. Paper presented at 7th biennial conference of Early Childhood Intervention Australia, Adelaide, SA.
Carlon, S., Zanuttini, J., Kemp, C., & Gavidia-Payne, S. (2022, September). How well prepared are Australian early childhood intervention practitioners for evidence-based service provision? Paper presented at Integrating Research and Practice in Early Childhood Intervention: A joint conference from the International Society on Early Intervention and the Division for Early Childhood. Chicago, USA.
Kemp, C. (2019, June). Research informing practice in early childhood intervention: How hard can it be? Keynote address presented at the Fifth International Society on Early Intervention conference, Sydney, Australia.
Meaker, M. & Cooper, M. (2019, June). Supporting meaningful inclusion: The STaR model. Pre-conference presentation, Fifth International Society on Early Intervention conference, Sydney, Australia.
Kemp, C. (2016, June). Inclusion: Are we settling for accommodation when we should be intervening for better outcomes? Paper presented at the Fourth International Society on Early Intervention conference, Stockholm, Sweden.
Hodge, K. (2015, August). A supported playgroup for families with young gifted children: Parents’ and facilitators’ perspectives. Paper presented at the 21st conference of the World Council for the Gifted and Talented, Odense, Denmark.
Kemp, C. (May 2011). Children with disabilities in center-based childcare in Australia: Inclusion or accommodation? Paper presented at the Third Congress of the International Association on Early Intervention, New York, USA.
Kemp, C. (2007, June). A model of support for children with disabilities in inclusive childcare. Paper presented at the Second Congress of the International Society on Early Intervention, Zagreb, Croatia.
Chadwick, D., & Kemp, C. (2007, June). The use of the Assessment Evaluation Programming System (AEPS) in an inclusive early childhood model. Paper presented at the Second Congress of the International Society on Early Intervention, Zagreb, Croatia.
Kishida, Y., & Kemp. C. (2007, June). Measuring the engagement of children with disabilities in inclusive childcare settings: A tool for practitioners. Paper presented at the Second Congress of the International Society on Early Intervention, Zagreb, Croatia.