Lecturer in Educational Psychology and Special Education

Australian Psychological Society, MAPS
Australian Association of Teachers of the Deaf
National Reference Group on Mental Health and Deafness

Ba, DipEd, BEdStudies(HI), DipPsych, MEd, PhD

Psychological Tests; Learning Processes; Exceptionality -Assessment and Intervetion; Inclusion and Child Family Interventions; Assessment and Program Implementation; Professional Practice 2 (SEI&EI)

Mental health and social emotional well being of deaf children and adolescents; psycho-educational assessment; deafness education; special education

Refereed publications from 2000 to present:

Remine, M.D., Care, E. & Grbic, M. (2009). Deafness, teacher of the deaf support and self-concept in Australian deaf students. Deafness and Education International, 11(3), 116-131.

Checker, L.J., Remine, M.D., & Brown, P.M. (2009). Deaf and hearing impaired children in regional and rural areas: Parent views on educational services. Deafness and Education International 11(1), 21-38.

Brown, P.M., & Remine, M.D. (2008). Flexibility of programme delivery in providing effective family centred intervention for remote families. Deafness and Education International, 10(4), 213-225.

Sutherland, J., Remine, M.D., & Brown, P.M. (2008). Parent and professional perspectives of the Western Australian Infant Hearing Screening Program. Deafness and Education International, 10(3), 168-188.

Remine, M.D., Care, E., & Brown, P.M. (2008). Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English. Journal of Deaf Studies and Deaf Education, 13, 531-545.

Brown, P.M., Bortoli, A., Remine, M.D., & Othman, B. (2008). Social engagement, attention and social competence of preschoolers with hearing loss. Journal of Research in Special Educational Needs, 8(1), 19-26.

Remine, M.D. Brown, P.M., Care, E. & Rickards, F.W. (2007). The relationship between spoken language ability and intelligence test performance of deaf children and adolescents. Deafness and Education International, 9(3), 147-164.

Brown, P.M., & Remine, M.D. (2004). Building pretend play skills in toddlers with and without hearing loss: Maternal scaffolding styles. Deafness and Education International, 6(3), 151-175.

Remine, M.D., Brown, P.M., Care, E., & Rickards, F.W. (2003). Cognitive factors associated with variance in language performance in students with severe-to-profound hearing loss. Australian Journal of Education of the Deaf, 9, 33-38.

Remine, M.D., Brown, P.M., & Cowan, R.S.C. (2003). Assessing children with profound hearing loss and severe language delay: Getting a broader picture. Cochlear Implants International, 4(2), 73-84.

McKay, C.M., Remine, M.D., & McDermott, H.J. (2001). Loudness summation for pulsatile electrical stimulation of the cochlea: Effects of rate, electrode separation, level, and mode of stimulation. Journal of the Acoustical Society of America, 110(3), 1514-1524.

Remine, M.D., & Brown, P.M. (2000). Taking the initiative in play: Entry and dialogic behaviours of preschoolers with and without hearing loss. Australian Journal of Education of the Deaf, 6, 13-19.

Brown, P. M., Remine, M.D., Prescott, S. J., & Rickards, F. W. (2000). Social interactions of preschoolers with and without impaired hearing in integrated kindergarten. Journal of Early Intervention, 23(3), 200-211.

Lawson, M., Brown, P.M., & Remine, M.D. (2000). Playing by the rules: Effects of intervention in the rule knowledge of children with hearing loss. Australian Journal of Education of the Deaf, 6, 25-31.

'Investigating the provision of mental health services for young deaf people in Australia' funded by an Early Career Researcher Grant awarded by Melbourne Research Office, The University of Melbourne.

'Mental health survey of young deaf people in Western Australia' funded by a competitive research grant awarded by Melbourne Graduate School of Education, The University of Melbourne.

'School based screening of social, emotional and behavioural functioning in deaf children and adolescents' funded by a competitive research grant awarded by Melbourne Graduate School of Education.