Judith Hudson is a retired teacher, chartered psychologist, assessor, author and researcher of special educational needs. Specific interest is congenital developmental disorders, particularly how they impact on literacy development (e.g. dyslexia, ADHD, and disorders on the autism spectrum ASD). An Adjunct Associate in the Education faculty, College of Art, Law and Education (CALE), University of Tasmania, She has written and taught post-graduate modules in both UK and Australia, and that focus on dyslexia and specific developmental learning disorders. Judith is a Board member and Ambassador for Square Pegs Dyslexia Tasmania Support Group Inc.
Judith has worked in the field of special education for more than 30 years, was a School Governor in the UK, and former Head of Special Education Needs Centre in an English rural 11-16 School. She moved into Higher Education teaching in 2002; is an advisor, consultant, tutor, external examiner of courses, and delivers parent advocacy training. Her doctorate research employed qualitative methods to present five case studies, examining student’s perceptions of being dyslexic, and of intervention teaching experience, to improve spelling accuracy, and the recognition of words by sight. The findings were explained within the tradition of socio-cultural theories.
She promotes the support of teachers through continuing professional learning (CPL), is senior lecturer working with Post-Grad /Masters students, a supervisor of PhD research students, and is a chartered Psychologist and Senior Lecturer at Universities Internationally. She became an Associate Fellow of the British Psychological Society (AFBPsS) in 2012, in recognition of her several years' experience and contribution to the field of psychology.
A passionate advocate for young people with congenital developmental disorders, Judith strongly supports the education of teachers, at pre-and post-service level, how to identify resulting specific learning difficulties, make reasonable adjustments to circumvent the impact of specific learning and teaching needs, and, making schools more inclusive.
- PhD (2010), ‘We were invited to participate’-Dyslexic pupils’ Perception of Intervention Teaching to Improve Spelling Accuracy.,University of Gloucestershire, UK
- MEd (2996), Colour naming task performance of dyslexic children, University of Wales, Bangor, Wales, UK
- BA (1981), Social Sciences, Open University, UK
- General Teaching Certificate of Education (1981), Birmingham City University, UK
- Advanced Diploma in Special Education (SEN) (1987), Open University, UK
- Diploma for Teachers of Pupils with Specific Learning Difficulties/ Dyslexia (1991), Evesham College, Worcestershire, UK
- Post Graduate Diploma-Dyslexia (1994), University of Wales, Bangor, Wales, UK
- 2018 Recipient of Vice-Chancellor’s Award for Outstanding Performance by Adjunct and Clinical Title Holders’
- International Affiliate of Australia Psychology Society (IAAPS)
- Board Member and Ambassador Square Pegs Tasmania Dyslexia Support Group
- Member of Australia Research Alliance for Children and Youth (ARACY)
- Associate Member of British Dyslexia Association (AMBDA)
- Associate Fellow of British Psychology Society (AFBPsS)
- Education Ambassador-Tasmania
- Head of Special Ed Centre, 11-16 High School
- Course coordinator –Post Grad Diploma Courses
- Senior Lecturer –Masters and Teaching Degrees
- HD supervision /examiner–PhD /Masters
- Co-writer / Snr Lecturer – Teacher Initiative module, Educating Students with Dyslexia & Learning Difficulties
- Community engagement projects, Raising Awareness of Dyslexia workshops-whole Schools and Parents
Dyslexia, Dyspraxia, Attention Deficit Hyperactivity Disorder (ADHD) Deficits in Attention, Motor Control and Perceptual Abilities (DAMP) Disorders on the Autism Spectrum, Play and the child with a disorder on the Autism spectrum Special Educational Needs, William’s Syndrome, Foetal Alcohol Syndrome (FAS) Educational Developmental Psychology Rett Syndrome (RS)
- Senior Lecturer in Dyslexia, Dyspraxia, ADHD/ADD, Autism Spectrum Disorder; Moderate learning difficulties (MLD)/ Global Special Educational Needs.
- Initial Teacher Training SEN Advisor/Senior lecturer
- External Assessor of courses /chief examiner SENCo-ordinator Award (UK) Dyslexia & SpLD, Autism
- Senior Lecturer-Inclusive Education and Special Education Needs-SEN
- Journal Editor: Professional Association for Teachers of Students with Specific Learning Difficulties (PATOSS)
- Member of the Editorial Board –Journal of Research in Special Education Needs (JORSEN)
- Delivering workshops Dyslexia and managing its impact in the classroom’
Co-teaching Judith Hudson & Dorothy Walker
ESM740: Educating students with Dyslexia and Learning Difficulties
- Contributor to the discussion and paper to the Tasmania Working Party debate, reviewing the Education Act-Tasmania (2015) (DOE).
- 2015 Appointed Education Ambassador Tasmania.
- Investigating the relationship between Poor Literacy levels, Disaffection and behavioural problems in adolescent pupils
- Colour naming task performance of dyslexic children
- ‘We were invited to participate’-Dyslexic pupils’ Perception of Intervention Teaching to Improve Spelling Accuracy.
- The value of a ‘paradigm of choices’ in qualitative research (e.g. Interpretative Phenomenological Analysis (IPA); Think aloud’ protocols -TAPS).
- Psychosocial and cultural responses to increased prevalence of Attention Deficit Hyperactivity Disorder (AD/HD) in children and young people, and its treatment in Australia and New Zealand’.
- ADHD prevalence and treatment in New Zealand-an overview of the current trend 1996-2006
- Prevalence and treatment of ADHD-New Zealand and Australia- same or different?
- Autism in Australia: support for families of children affected with an Autistic Spectrum Disorder
- Reforms in Special Education in New Zealand-‘within-child’ deficits versus ecological paradigm
Culture and Society: Current Community Engagement Project(s):
Raising awareness of learning difficulties, including dyslexia, in Tasmania through community engagement: Evaluating the impact of services provided by a parent support group 2014-2018.
There is a history of parent–professionals action groups providing the momentum, for the recognition of learning disabilities including dyslexia, and parent empowerment and partnerships have helped initiate the foundation of not-for-profit parent advocacy groups. In Australia SPELD formed by professionals and parents some five decades ago (Jenkinson, 2006) and initially had a group in Tasmania but this was disbanded when numbers dwindled some 20 years ago.
In 2013 not-for-profit group Square Pegs Tasmania Dyslexia Support Group & Advocacy Inc. Group was founded by two Tasmania parents,’ both with children identified as having dyslexia. Founded on the principle that the community of Tasmania had a need for greater understanding of dyslexia, more dyslexia friendly learning environments, and the need to empower young people who have dyslexia or dyslexic type learning needs (DTLN), to effectively advocate for them selves.
Since 2014 Square Pegs has served many functions in the community. Schools and school communities around the state hosting ‘Raising Dyslexia Awareness’ workshops (n= 45) atwo-hour workshop, developed and delivered by Board members. Support groups for parents around the state (n=5) aims to inform parents to become advocates, about their child’s specific needs
Judith Hudson’s current research project will, with colleagues, evaluate and examine the quality and/or value of the workshops, advocacy support or events that this organization has provided since the group was formed. Time frame 2019-20.
Using technology by children and young people to support weak literacy skills: ‘Reading pen (‘C-pen’®) use in a public school in Tasmania-a case study’.
Working with a speech therapist, this small study will collect and evaluate student and teachers’ views of one portable, pocket-sized device, a pen-scanner that ‘reads’ text to speech, and that the student hears through an ear bud. In the UK this device has been given approval by The Joint Council for Qualifications (JCQ)* for use in exams. In Tasmania, one public school funded the purchase of C-pens in 2018 for use with primary and secondary students. The impact of this for students, and teachers, will be examined in this small-scale study.
Fields of Research
- Curriculum and Pedagogy Theory and Development (130202)
- Learner Development (930103)
- Book Chapter: The Value of a ‘paradigm of choices’ in voice of child research. (pp 53-65)Papers from the Student Conference-June 2005) Ed. C. Bhaowises, D.Evans, E. Mariou, N. Muhammad & L. Sousa de las Heras. University of Birmingham UK. ISBN:0704425319
|2014||Hudson JP, 'A practical guide to congenital developmental disorders and learning difficulties', Routledge, New York, NY, pp. 240. ISBN 978-0-415-63378-9 (2014) [Authored Research Book]|
- Masters (MEd.) supervision in excess of 30 students 2002-2010
- Masters (MEd.) Examiner 2002- 2015
- PhD examiner-Macquarie University. NSW.
- PhD supervision: Flinders University, South Australia.
- I current student
- University of Tasmania
- Co-supervision of 2 students.
- Masters /PhD student – 1 student.
|PhD||Is a Multi-Sensory Synthetic Phonics Teaching Approach of any Benefit to Improving the Standard of Literacy Development in Children who are Significantly Behind in their Learning, and, who have Experienced Emotional Trauma in the First Five Years of Brain Development?||2016|
|PhD||How Can Teachers Who Stay in Rural Areas Simultaneous Support Belonging, Community Building, Individual Aspirations and Mobility?||2016|
|Masters||The Dyslexic Challenge: The lived experience of students with dyslexia, their parents and their teachers||2017|