Dr Iva Strnadová

Honorary Associate


Phone: +61 2  9351

Fax: +61 2  9351

Building.Room: .

Professional biography

Iva is currently a Senior Lecturer at the School of Education, University of New South Wales. Since graduating (Mgr., PhDr., PhD.) she has held an academic appointment (Senior Lecturer) at the Charles University in Prague, Czech Republic. In 2010 she was granted the academic title of Associate Professor at the Masaryk University in Brno (Czech Republic), her theses was on the well-being of women with intellectual disabilities.

Before her academic appointments, Iva worked for 8 years with adult women with intellectual disabilities and autism and she draws on this experience in her teaching and research activities.

Her contribution to the field is evident in her international impact. Since 2006 she has presented at 31 international conferences all over the world (USA, Canada, Australia, Great Britain, Austria, Luxembourg, Spain, Czech Republic,Turkey and South Africa). She has delivered 5 keynote speeches and 17 invited papers.

Iva has a strong history of securing national and international research grants. Since 2005, she has been one of the CIs on more than fifteen different research projects on both national and international levels. She conceptualized research projects, managed research teams, and mentored fellow CIs in the application of the grounded theory approach.

Her research interests are in the area of adult and ageing women with intellectual disabilities; well-being of people with developmental disabilities and their families; inclusive education and inclusive research.

If you would like to contact Dr Strnadová regarding her work with the Faculty, please email her on i.strnadova@unsw.edu.au

Professional and community roles

  • Senior Lecturer (Special Education), UNSW

Selected publications

Book chapters

  • Strnadová, I., Cumming, T., & Draper Rodriguez, C. (2014). Incorporating mobile technology into evidence-based practices for students with autism. In N. Silton (Ed.), Innovative technologies to benefit students on the autism spectrum (pp. 35–52), Hershey, PA:: IGI Global.
  • Hájková, V., Květoňová, L., & Strnadová, I. (2013). Pathways to inclusion in the university. In P. Sehrbrock, A. Erdélyi & S. Gand (Ed.), Internationale und Vergleichende Heil- und Sonderpädagogik und Inklusion (pp. 109–114), Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Cumming, T., Draper Rodriguez, C., & Strnadová, I. (2013). Aligning iPad applications with evidence-based practices in inclusive and special education. In S. Keengwe (Ed.), Pedagogical applications and social effects of mobile technology integration (pp. 55–78), Hershey, PA: IGI Global.

Journal articles

  • Strnadová, I., Walmsley, J, Johnson, K., & Cumming, T. (in press). Diverse faces of inclusive research: Reflecting on three research studies. Scandinavian Journal of Disability Research. DOI:10.1080/15017419.2014.964766
  • Dowse, L., Cumming, T., Strnadová, I., Lee, J.S., & Trofimovs, J. (in press). Young people with complex needs: Whose responsibility?. Research and Practice in Intellectual and Developmental Disabilities. DOI:10.1080/23297018.2014.95367
  • Cumming, I., Strnadová, I., Knox, M., & Parmenter, T. (2014). Mobile technology in inclusive research: Tools of empowerment? . Disability & Society, 29(7), 999–1012. DOI:10.1080/09687599.2014.886556
  • Cumming, T., Strnadová, I., and Singh, S. (2014). The use of iPad hand held mobile devices to enhance learning opportunities for students with disabilities: An action research project. Action Research, 12(2), 150–175. DOI:10.1177/1476750314525480
  • Strnadová, I. & Cumming, T. M. (2014). Importance of quality transition process for students with disabilities across settings: Learning from the current situation in New South WaleS. Australian Journal of Education, 58(3), , 58(3), 318–336. DOI:10.1177/0004944114543603
  • Strnadová, I., Cumming, T., Knox, M., & Parmenter, T. (2014). Building an inclusive research team: The importance of team building and skills training. Journal of Applied Research in Intellectual Disabilities, 27(1), 13–22. DOI:10.1111/jar.12076
  • Muir, K., & Strnadová, I. (2014). Whose responsibility? Resilience in families of children with intellectual disabilities and autism. Disability & Society, 29(6), 922–937. DOI:10.1080/09687599.2014.886555
  • Draper Rodríguez, C., Strnadová, I., & Cumming, T. (2014). Using iPads with students with disabilities: Lessons learned from students, teachers and parents. Intervention in School and Clinic, 49(4), 244–250. DOI:10.1177/1053451213509488
  • Reid, G., Strnadová, I., & Cumming, T. (2013). Expanding horizons for students with dyslexia in the 21st century: Universal design and mobile technology. Journal of Research in Special Education Needs, 13(3), 175–181. DOI:10.1111/1471-3802.12013
  • Hájková, V., & Strnadová I. (2013). The denotations of inclusive education with reference to educational practise in the Czech Republic. Pedagogika, 63(2), 252–258.
  • Strnadova, I., & Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64–78. DOI:10.1017/jse.2013.7