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
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

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  

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 [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 .

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.

Socio-cultural Inclusion

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:

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 [30 pages]

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.