Judith Hudson is a semi-retired chartered psychologist and researcher; retired teacher, 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 contextualised 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 learning difficulties, Judith strongly supports the education of teachers, at pre-and post-service level, as to how to identify specific learning difficulties, make reasonable adjustments to circumvent the impact of specific learning and teaching needs, and, make 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 (1996), Colour naming task performance of dyslexic children, University of Wales, Bangor, Wales, UK
- AMBDA (1996), Assessor and teaching Dyslexic students, British Dyslexia Association, UK
- Post Graduate Diploma-Dyslexia (1994), University of Wales, Bangor, Wales, UK
- Graduate Diploma for Teachers of Pupils with Specific Learning Difficulties/ Dyslexia (1991), Evesham College, Worcestershire, UK
- Advanced Diploma in Special Education (1987), Open University, UK
- BA (1981), Social Sciences, Open University, UK
- Certificate of Education (1981), Birmingham City University, UK
- 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
- Editor Patoss Bulletin Professional Association for Teachers (UK) PATOSS2007-2009
- Currently Member of Editorial Board Journal of Research Special Educational NeedsJORSEN.
- International Conference planner and co-organiser, 2015, 2017,2019
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’
- Unit designer Dyslexia on-line course, International Laureate University
- Co-designer on University of Tasmania ESM 740 Educating Students with dyslexia and learning difficulties. Taught with co-coordinator.
- Designer of workshops-train the trainer model, for Dyslexia Support Group, Square Pegs Tasmania. ‘Making the difference’ Course and handbook/manual
- Delivering workshop for University Student support staff ‘Dyslexia-Empowering the student’
ESM 740 Co-taught 2015, 2017, 2018, 2019
ESM740: Educating students with Dyslexia and Learning Difficulties
- investigating colour naming speed in children with dyslexia (Rapid Automatic Naming task)
- Qualitative case study research using ‘Paradigm of choice’ (Patton,2000) multiple methods
- Developing Interpretative Phenomenology Analysis (IPA)
- Medication rates for ADHD in children Australia and New Zealand
- Book research –Foetal Alcohol Syndrome/disability laws NZ & Australia.
- Inclusive education
- Understanding learning needs associated with conditions such as dyslexia,
- Better learning outcomes for students with ADHD
- Looking at alternative treatments for behaviours associated with ADHD-e.g. Reflexology, mindfulness
- Mental health and wellbeing of adolescents
- 2006-2007 ‘Cultural response to increase in ADHD and its treatment in Australia and New Zealand. University of Tasmania
- 2007 University of Otago, Dunedin. NZ Cultural response to increase in ADHD and its treatment in Australia and New Zealand
- 2009-2010 Investigating the impact of support funding for families of children with an autism diagnosis in Australia University of Tasmania.
CRISO ON-Prime award 2019
ON Prime empowers Australian researchers to attract the resources they need to create impact.
Purpose built for researchers, the hands-on learning program provides researchers with the skills to take their projects and career forward by navigating the changing research landscape. ON Prime is a free national program open to researchers from Australian universities and public research organisations.
Find out more > http://www.oninnovation.com.au/en/Programs/ON-Prime
ON Prime YouTube video: https://www.youtube.com/watch?v=R4Ef8ne_eiM
The current proposed project is in the design stage (Oct 2019) As a part of the ON Prime CSIRO Hub
-Reflexology as an alternative therapy in the treatment of extreme anxiety and restless behaviours in children with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and specific learning disabilities.
Reference: My team at @university of Tasmania has been accepted into #ONPrime with @ONaccelerator #ideastoimpact http://bit.ly/PrimeON
Fields of Research
- Curriculum and Pedagogy Theory and Development (130202)
- Learner Development (930103)
|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]|
Current students: co-supervisor
- PhD Candidate: A comparative study of education policy in Scotland and NSW– the impact of two contrasting policy approaches on secondary students with dyslexia Flinders University, Adelaide, South Australia.
- PhD candidate:Meeting the educational and social needs of students in Out of Home Care (OOHC) attending Department of Education mainstream primary schools in Sydney, NSW. University of Tasmania
- PhD candidate: Belonging and aspiration: Rural tensions University of Tasmania
- Masters/PhD Candidate: The Dyslexic Challenge: The lived experience of students with dyslexia, their parents and their teachers.
- PhD Candidate-Canada: Developing specific self-regulation tools for teachers to increase learning capacity and attentional behaviour of early-years students. University of Tasmania
- Examiner PhD Thesis. MacQuarie University, NSW Australia 2017) ‘Reading fluency in children of early primary-school-age: assessment and targeted instruction’. Joanne Fitzgibbon.
- Masters (MEd.) supervision in excess of 30 students 2002-2010
Masters (MEd.) Examiner 2002- 2015
|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|