Selected Current Publications
Please note: Centre-affiliated researchers' names appear in bold type.
Books and Book Chapters
Bennett, S., Gallagher, T., Somma, M., with Dworet, D. (2019). Special education in Ontario schools (8th Ed.). Burlington, ON: Highland Press.
Katz, J. & Lamoreux, K. (2018). Ensouling our Schools: A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation. Winnipeg, MB: Portage & Main Press.
Lee, S.L. & Specht, J. (2018). Implementing parent education into early childhood education environments. In A. W. Leschied, D. Saklofske and G. Flett (Eds), The handbook for school based mental health promotion: An evidence informed framework for implementation. NY: Springer.
Sider, S. (2019, in press). Policies that foster education for all: Implications for economically wealthy nations. Oxford Research Encyclopedia of Education.
Sider, S. (2018). Unexpected bus duty: Lessons on inclusion from a field trip. In D. Griffin & J. Ryan (Eds.). Case studies for inclusive educators and leaders (pp. 109-114) . Burlington, ON: Word and Deed Publishing.
Sider, S., Maich, K., Morvan, J., Specht, J. & Smith, D. (2018). Exploring leadership practices through case inquiry: Supporting inclusive schools. Toronto, ON: Ontario College of Teachers. English available at:
Young, G. (2018). Case study #22: Using assistive technology in inclusive classrooms. In D. Griffiths & J. Ryan (Eds.). Case Studies for Inclusive Educators and Leaders. Burlington, ON: Word & Deed Publishing. ISBN: 978-0-9918626-3-4
Gallagher, V. & Gallagher, T. L. (2018). Messages for students, parents and teachers about inclusive practices and accommodations . Inclusive Education Canada Commentary. http://inclusiveeducation.ca/2018/02/07/victoria-and-tiffany-gallagher-our-story/
Leung, E., & Flanagan, T .(2018). Let’s do this together: An integration of Photovoice and mobile interviewing in empowering and listening to LGBTQ+ youths in context. International Journal of Adolescence and Youth. 1-14. 10.1080/02673843.2018.1554499.
Maich, K., Davies, A. W. J., Penney, S. C., Butler, E., Young, G. D., & Philpott, D. (2019). Young children with Autism Spectrum Disorder in early education and care: The earlier we begin together, the better. Exceptionality Education International, 29(3), 77-91.
Maich, K., Hill, R., & Somma, M. (2018). Canadian school programs for students with emotional/behavioral disorders: A decade of programs, policy, and practice. Emotional & Behavioural Difficulties. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13632752.2018.1497006
Maich, K., Jahnke, J., & Rutherford, C. (2018). Intellectual disability, literacy, and assistive technology in the community college setting. The Journal on Technology & Persons with Disabilities, Scientific/Research Proceedings, 6, 353-376. Retrieved from http://scholarworks.csun.edu/handle/10211.3/203007
Maich, K., Rutherford, C., & Bishop, C. (2019). Phones, watches, and apps: Engaging everyday mobile assistive technology for adults with intellectual and/or developmental disabilities. Exceptionality Education International, 29(1), 116-135.
Maich, K. & Sider, S. (2018). Special educational needs and disabilities in secondary education in Canada. In Heydon, R. Bloomsbury Encyclopedia on Special Education.
Matheson, I. A., & Robinson, K. (2019) Aligning elements of the identification process: Implications for hidden exceptionalities. Exceptionality Education International, 29(1), 1-15.
Nadig, A., Flanagan, T., White, K. & Bhatnagar, S. (2018). Results of a RCT on a transition support program for adults with ASD: Effects on self ‐determination and quality of life. Autism Research, 11. 10.1002/aur.2027.
Ontario College of Teachers (OCT), Canadian Association for Educational Psychology (CAEP), (2018). Preparing our future teachers. Education Canada, 58(3), Fall 2018. https://www.edcan.ca/magazine/fall-2018/
Penney, S. C., Young, G. D., Butler, E., Maich, K., & Philpott, D. (2019). The role of quality ECE in facilitating mental health and well-being in children. Exceptionality Education International, 29(3), 57-76.
Reid, L., Bennett, S., Specht, J., White, R., Somma, M., Li, X., Lattanzio, R., Gavan, K., Kyle, G., Porter, G., & Patel, A. (2018). If inclusion means everyone, why not me? https://www.inclusiveeducationresearch.ca/events/inclusive_education_news.html
Sider, S. (2019). Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption. International Journal of Mentoring and Coaching in Education, 8(1) https://doi.org/10.1108/IJMCE-04-2018-0016
Sider, S., & Villella, M. (2019). Violence in schools: What wan we learn from critical incidents? Canadian Association of Principals Journal, Winter 2020. https://cdnprincipals.com/violence-in-schools-what-can-we-learn-from-critical-incidents/
Specht, J., & Metsala, J. (2018). Predictors of teacher efficacy for inclusive practice in preservice teachers. Exceptionality Education International, 28(3), 67-82.
Wettlaufer, J. & Sider, S. (2019). The importance of trust in school improvement professional learning communities. Journal of Cases in Educational Leadership, 22(2), 3-14. https://doi.org/10.1177/1555458919826220
White, K., Flanagan, T. & Nadig, A. (2018). Examining the relationship between self-determination and quality of life in young Adults with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities, 30,1-20.
Young, G. D., Philpott, D., Butler, E., Maich, K. & Penney, S. C. (2019). Exploring the impact of quality early child education on special education: Can we prevent placement in special education? Exceptionality Education International, 29(3), 6-21.
Young, G., Specht, J., Hunter, F., Terreberry, S., McGhie-Richmond, D., & Hutchinson, N. (2018). The first day he kicked shoes at me, the last day he brought me a picture of himself: Investigating the practicum experiences of preservice teachers. Exceptionality Education International, 28(3), 83-101.