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:

French 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

Journal Articles

Gallagher, V. & Gallagher, T. L. (2018). Messages for students, parents and teachers about inclusive practices and accommodations . Inclusive Education Canada Commentary.

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

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

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.

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?

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)

Sider, S., & Villella, M. (2019). Violence in schools: What wan we learn from critical incidents? Canadian Association of Principals Journal, Winter 2020.

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.

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.