Selected Current Publications
Please note: Faculty team members' names appear in bold type; graduate students' names are underlined.
Professional Education and Teaching
Chambers, D., Jones, P., McGhie-Richmond, D., Riley, M., May-Poole, S., Orlando, A., Simsek, O., & Wilcox, C. (2017). An exploration of teacher’s use of iPads for students with learning support needs. Journal of Research in Special Educational Needs. DOI:10.1111/1471-3802.12394
de Lugt, J., & Hutchinson, N. (2017). Unpacking the relationship between learning to read and mental health: using an ethnographic case study approach. In A. P. Costa, L. P. Reis, F. Neiri de Sousa et al. (Eds.), Computer Supported Qualitative Research, (Vol. 71), (pp. 95-103). Switzerland: Springer.
Gallagher, T., & Bennett, S. (2017). The six ‘P’ model: Principles of coaching for inclusion for inclusion coaches. Mentoring & Tutoring: Partnership in Learning. 7(1), 1-16.
Gallagher, T., Keen, D., Bennett, S., & Muspratt, S. (2017). Examining learner engagement strategies: Australian and Canadian teachers’ self-report. Teacher Education and Special Education 40(1) 51-56. doi: 10.1177/0888406416654213
Hansen, K., Dawson, D., & Specht, J. (2017). Faculty preparedness to teach students with Learning Disabilities: Developing an instrument to assess faculty perceptions. Exceptionality Education International, 27, 99-115.
Koenig, A., Rodger, S., & Specht, J. (2017) Educator burnout and compassion fatigue - A pilot study. Canadian Journal of School Psychology (first published online January 2017 as doi: 10.1177/0829573516685017)
Maich, K., Sider, S., Hall, C., & Henning, M. (2017). Making the iPad an accessible tool for students with exceptionalities: Assessing and teaching its essential prerequisite skills. DADD (Division of Autism and Developmental Disabilities) Online Journal, 4(1), 110-122.
Maich, K., van Rhijn, T., Woods, H., & Brochu, K. (2017). Teachers’ perceptions of the need for assistive technology training in Newfoundland and Labrador’s rural schools. Canadian Journal of Learning and Technology, 43(2), 1-26. Retrieved from https://www.cjlt.ca/index.php/cjlt/article/
view/27547 [26 pages]
Maich, K., Sider, S., Hall, C., & Henning, M. (2017). What’s BEFORE the iPad? Teaching basic prerequisite skills for iPad use. Research to Practice: Division of Autism and Developmental Disabilities Online Journal, 4(1), 110-122. Retrieved from http://daddcec.org/
Maich, K., & Hall, C., van Rhijn, T., & Henning, M. (2017). Teaching and learning in two iPad-Infused Classrooms: A descriptive case study of a dual classroom, school-based pilot project. Exceptionality Education International, 27(2), 1-25. Retrieved from http://ir.lib.uwo.ca/eei/vol17/iss2/7
Maich, K., & Mallabar, S. (2017). William’s story. In K. Stegemann & A. Aucoin (Eds.), Inclusive education: Stories of success and hope in a Canadian context (pp. 72-88). Don Mills, ON: Pearson. [17 pages]
Metsala, J. L., & David, M. D. (2017). The effects of age and sub-lexical automaticity on reading outcomes for students with reading disabilities. Journal of Research in Reading, 40, 209 -S227.
Metsala, J. L., David, M. D., & Brown, S. (2017). An examination of reading skills and reading outcomes for youth involved in a crime prevention program. Reading & Writing Quarterly, 33(6), 549-562.
Skočić Mihić, S., Maich, K., Belcher, C., Perrow, S., Barišić, A., & Ramić, N. (2017). The role of bibliotherapy and therapeutic storytelling in creating inclusive classroom communities. In Handbook of Research on Classroom Diversity and Inclusive Education Practice. Retrieved from http://www.igi-global.com/chapter/the-role-of-bibliotherapy-and-therapeutic-storytelling-in-creating-inclusive-classroom-communities/182395. [24 pages]
Thompson, S. A., & Timmons, V. (2017). Authentic inclusion in two secondary schools: “It’s the Full Meal Deal. It’s not just in the class. It’s everywhere”. Exceptionality Education International, 27, 62-84. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/4 .
Thompson, S. A., & Timmons, V. (2017). “From inclusive education to inclusive employment? Chronicling inclusive pathways for persons with disabilities.” Japanese Journal of Rehabilitation, No. 171, pp. 8-15. [published in Japanese]
Young, G. (2017, Fall). A research snapshot: Examining assistive technology in inclusive classrooms within the framework of Universal Design for Learning. Submitted to the Research Committee for the Learning Disability Association of Canada fall newsletter.
Bennett, S., Gallagher, T., Shuttleworth, M., Somma, M., & White, R. (2017). Teen dreams: Voices of students with ID. Journal of Developmental Disabilities, 23 (1) 64-75.
Dare, A., Dare., L., & Nowicki, E. A. (2017). Concurrent enrollment: Comparing how educators and students categorize students' motivations. Social Psychology of Education: An International Journal, 20(1), 195-213. [SCImago Journal Rank Q2]
de Lugt, J., & Hutchinson, N. (2017). Unpacking the relationship between learning to read and mental health: Using an ethnographic case study approach. In A. P. Costa, L. P. Reis, F. Neiri de Sousa et al. (Eds.), Computer Supported Qualitative Research, (Vol. 71), (pp. 95-103). Switzerland: Springer.
Lopata, J., Nowicki, E., & Joanisse, M. (2017). Creativity as a distinct mental state. Neuropsychologica. doi: 10.1016/j.neuropsychologia.2017.03.020. [SCImago Journal Rank Q1]
Metsala, J. L., Galway, T. M., Ishaik, G., & Barton, V. E. (2017). Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child neuropsychology, 23(5), 609-629.
Nowicki, E. A., Brown, J. D., & Dare, L. (2017). Educators’ evaluations of children’s ideas on the social exclusion of classmates with intellectual and learning disabilities. Journal of Applied Research in Intellectual Disabilities. doi: 10.1111/jar.12356 [SCImago Journal Rank Q1]
Nowicki, E.A., & Lopata, J. (2017). Girls’ and boys’ implicit stereotypes about mathematics and reading ability. Social Psychology of Education: An International Journal, 20, 329-345. [SCImago Journal Rank Q2]
Timmons, V., & Thompson, S. A. (2017). Voices of inclusion. University of Regina: Regina SK. Available on line at: http://ourspace.uregina.ca/bitstream/handle/10294/7770/Voices%20of%20Inclusion.pdf?sequence=1
Policy and School Leadership
AuCoin, A. (2017). Conclusion. Dans Ministère de l’Éducation et du Développement de la petite enfance du Nouveau-Brunswick (dir.), S’ouvrir. Se donner des clés pour réussir l’inclusion scolaire (ouvrage collectif). Open up. To provide the keys for successful inclusive education (collected works). Moncton, Nouveau-Brunswick : Bouton d’or Acadie.
Sider, S., & Maich, K., & Morvan, J. (2017). School principals and students with special education needs: Leading inclusive schools. Canadian Journal of Education, 40(2). Retrieved from https://cje-rce.ca/wp-content/uploads/sites/2/2017/07/Regular-2417-Sider.Final_.June_.21.pdf [30 pages]
Sider, S., Maich, K., & Morvan, J. (2017). School principals and students with special education needs: Leading inclusive schools. Canadian Journal of Education, 40(2). https://cje-rce.ca/journals/volume-40-issue-2/school-principals-and-students-with-special-education-needs-leading-inclusive-schools/
Sider, S., Maich, K., Morvan, J., Smith, D., & Specht, J. (2017). Exploring leadership practices through case inquiry: Supporting inclusive schools. Toronto, Ontario: Ontario College of Teachers.
Weber, L., & Young, G. (2017). High school administrators and inclusion: A review of the literature. Antistasis, 6(3), 1-13.