1350506
Dr Haley Tancredi
Faculty of Creative Industries, Education & Social Justice,
School of Education
Biography
I am a Senior Lecturer and Study Area Coordinator (Inclusive Education) for QUT's Master of Education/Graduate Certificate in Education in the QUT School of Education. I am also Inclusion & Exclusion program co-leader in QUT's Centre for Inclusive Education and creator and facilitator of QUT's Inclusive Education Essentials microcredential. As an early career researcher in the field of inclusive education, my research focuses on supporting teachers to make inclusive education a reality using Accessible Pedagogies and measures the subsequent impacts on students with language and/or attentional difficulties. I have specifically investigated processes for teacher coaching and my doctoral research was nested in the Accessible Assessment project (LP180100830).I also conduct research in the area of student consultation and students' views on the relevance and acceptability of the adjustments they receive, with a focus on students with language, literacy, and learning difficulties.
My work is transdisciplinary, informed by expertise as a certified practicing educational speech pathologist with over 20 years experience. I am an active member of Speech Pathology Australia, the national peak body for the speech pathology profession. I am also an active member of the Australian Association for Research in Education (AARE) Inclusive Education Special Interest Group.
The research I undertake has broad applications and I have cross-disciplinary collaborations with secondary school teachers, education leaders, inclusive education leads, and researchers in English as an Additional Language/Dialect education. My methodological experience in qualitative methods with students with communication disorders has leveraged collaborations with colleagues in Australia, the UK, and Ireland.
Personal details
Positions
- Senior Lecturer
Faculty of Creative Industries, Education & Social Justice,
School of Education
Research field
Education systems, Curriculum and pedagogy
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2020
Qualifications
- Doctor of Philosophy (Queensland University of Technology)
- Master of Philosophy (Education) (Queensland University of Technology)
- Bachelor of Speech Pathology (University of Queensland)
Professional memberships and associations
- Australian Association for Research in Education
- Speech Pathology Australia
- Australian Teacher Education Association
- Learning Difficulties Australia
Teaching
I currently teach in inclusive education, supporting students with learning difficulties in inclusive contexts, and child and adolescent development.
- EUB004 Including Students with Learning Difficulties
- EUN640 Understanding Reading & Writing Difficulties
- EUB112 Child and Adolescent Development and Learning
- QUT004 Living and Working Collaboratively, Ethically, and Inclusively
Publications
- Tancredi, H., Graham, L., Killingly, C. & Sweller, N. (2025). Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties. Learning Environments Research, 28(2), 289–306. https://eprints.qut.edu.au/251891
- Tancredi, H., Graham, L. & Killingly, C. (2025). Improving the accessibility of subject English for students with language and/or attention difficulties. Australian Educational Researcher, 52(1), 511–537. https://eprints.qut.edu.au/250656
- Tancredi, H., Graham, L., Killingly, C. & Sweller, N. (2023). Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties. Australian Journal of Learning Difficulties, 28(2), 173–194. https://eprints.qut.edu.au/244996
- Graham, L. & Tancredi, H. (2024). Accessible Pedagogies(TM). In L. Graham (Ed.), Inclusive education for the 21st century: Theory, policy, and practice (pp. 198–222). Routledge. https://eprints.qut.edu.au/245251
- Graham, L., Killingly, C., Tancredi, H. & Bourke, T. (2024). Leading inclusive education reform. In L. Graham (Ed.), Inclusive Education for the 21st Century: Theory, Policy and Practice (pp. 133–156). Routledge. https://eprints.qut.edu.au/245244
- Killingly, C., Graham, L., Tancredi, H. & Snow, P. (2025). Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5. Reading and Writing, 38(3), 605–625. https://eprints.qut.edu.au/247789
- Alford, J. & Tancredi, H. (2024). The critical importance of language. In L. Graham (Ed.), Inclusive education for the 21st century: Theory, policy, and practice (pp. 176–197). Routledge. https://eprints.qut.edu.au/245252
- Glasby, J., Graham, L., White, S. & Tancredi, H. (2022). Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD? Teaching and Teacher Education, 119, Article 103868. https://eprints.qut.edu.au/235530
- Lyons, R., Carroll, C., Gallagher, A., Merrick, R. & Tancredi, H. (2022). Understanding the perspectives of children and young people with speech, language and communication needs: How qualitative research can inform practice. International Journal of Speech-Language Pathology, 24(5), 547–557. https://eprints.qut.edu.au/228554
- Tancredi, H., (2020). Meeting obligations to consult students with disability: methodological considerations and successful elements for consultation. Australian Educational Researcher, 47(2), 201–217. https://eprints.qut.edu.au/131583
QUT ePrints
For more publications by Haley, explore their research in QUT ePrints (our digital repository).
Filter publications:
A complete list of publications is available at: https://www.qut.edu.au/about/our-people/academic-profiles/h.tancredi
Awards
- Type
- Best Paper/Article/Poster/Presentation
- Reference year
- 2023
- Details
- Awarded for paper:
Lyons, R., Carroll, C., Gallagher, A., Merrick, R., & Tancredi, H. (2022). Understanding the perspectives of children and young people with speech, language and communication needs: How qualitative research can inform practice. International Journal of Speech-Language Pathology, 24(5), 547-557.
- Type
- Award or Prize
- Reference year
- 2022
- Details
- The LDA Tertiary Student Award is presented in recognition of academic excellence and significant research which advances the understanding of theoretical and practical issues in the field of learning difficulties, carried out by a student in the course of their tertiary level studies.
- Type
- Editorial Role
- Reference year
- 2021
- Details
- Editorial Board Member, Australian Journal of Learning Difficulties
- Type
- Best Paper/Article/Poster/Presentation
- Reference year
- 2018
- Details
- For the outstanding conference paper "Meeting obligations to consult students with disability: Methodological considerations and successful elements for consultation"
Supervision
Current supervisions
- Bridging the Knowing-Doing Gap: Exploring the Role of Implementation Science in Teacher Professional Learning and Improved Student Outcomes
EdD, Principal Supervisor
Other supervisors: Associate Professor Chris Blundell, Professor Linda Graham - Self-Advocacy and Access to Assessment Adjustments: Exploring the Knowledge and Experiences of Queensland High School Students with Dyslexia
PhD, Associate Supervisor
Other supervisors: Associate Professor Sofia Mavropoulou, Professor Jill Willis - Strengthening inter-professional collaboration between Teachers of the Deaf and Speech-Language Pathologists: Improving outcomes for Deaf and Hard of Hearing students
MPhil, Principal Supervisor
Other supervisors: Dr Jessica Korte, Professor Beth Saggers - The Provision of Adequate Interventions for Students with Persistent Reading Difficulties
EdD, Associate Supervisor
Other supervisors: Dr Callula Killingly, Professor Linda Graham
The supervisions listed above are only a selection.