Rate My Professor Penny Round

Dr. Penny Round is a lecturer in the School of Educational Psychology and Counselling within the Faculty of Education at Monash University. She has over 30 years of experience working with students with special needs and holds qualifications in special education and gifted education, specifically a Bachelor of Arts (BA), Bachelor of Special Education (BSpEd), Master of Education Studies (MEdSt) in Special Education, and Master of Education (MEd) in Gifted Education. Her primary research centers on students with special needs in regular secondary schools, particularly those at the senior secondary level and twice-exceptional students. Research interests include teacher education, students with special needs, gifted education, and inclusive education. Her work aligns with UN Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education).

Dr. Round joined Monash University in 2013 as a lecturer in inclusive and special education. She coordinates units such as EDF3078 Teaching and learning of students needing increased support, EDF1088 Understanding behaviour in classrooms and schools, EDF3077 Curriculum in inclusive education, and EDF5781 A systems approach to implementing inclusive education. For her outstanding contributions to teaching, she received the 2025 Dean’s Award for Teaching & Learning – Industry & Community Education Programs and the Monash Student Association Inspiring Woman Award on 5 November 2025. She has authored or co-authored 29 research outputs, including 20 articles, 3 chapters, 3 review articles, and 2 abstracts. Key publications include "Creating effective co-design processes for supporting pre-service teachers on school placement as part of a university-school partnership" (2025, International Journal of Educational Research); "Exploring Giftedness and the Gifted Learner in Education and Beyond: An Autoethnographic Study with Critical Friends" (2025, The Qualitative Report, 30(7), 3965-3985); "Hidden rules, barriers and enablers in education experienced by culturally diverse, gifted students from Low SES environments: valuable perspectives from successful young adults" (2025, Gifted and Talented International); and "Key factors influencing the sense of belonging in students experiencing marginalisation: a systematic literature review" (2025, International Journal of Inclusive Education). Additional contributions cover topics like inclusion of students with autism spectrum disorder, flexible learning spaces, and reengaging young parents in education.