Selected Current Publications

Please note: Faculty team members' names appear in bold type; graduate students' names are underlined.


Bennett, S., Gallagher, T. L., Somma, M., Shuttleworth, M., & White, B. (2018). Final report of findings: Avon Maitland District School Board. St. Catharines, Ontario: Brock University, Faculty of Education.

Gallagher, T.L. & Bennett, S. (2018). The six ‘P’ model: Principles of coaching for inclusion for inclusion coaches. International Journal of Mentoring and Coaching in Education. 7 (1), 19-34. 

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

Katz, J. & Lamoreux, K. (2018).  Ensouling our Schools: A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation. Winnipeg, MB: Portage & Main Press.

King, A. & Sider, S. (2018). Incarceration, relationships, and belonging: Insights into the experiences of two male youth recently released from custody facilities. Canadian Journal of Family and Youth, 10(1), 235-258.

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.

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., & van Rhijn, T. (2018). A relaxation station in every location. Feature Article: Intervention in School and Clinic, 54(3), 160-165. doi: 10.1177/1053451218767916

Maich, K., Hall, C., van Rhijn, T., & Squires, K. (2018). Investigating stay, play, and talk: A peer-mediated social skills intervention for young children with autism spectrum disorder and social challenges.  Exceptionality Education International 28(2), 82-104. Retrieved from

Maich, K., Henning, M., Mallabar, S., & Keith, E. (October 2018). Making Makey Makey into an assistive technology tool. Education Canada 58(3). Retrieved from

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. & Sider, S. (2018). Special educational needs and disabilities in secondary education in Canada. In Heydon, R. Bloomsbury Encyclopedia on Special Education.

Nadig, A., Flanagan, T., White, K. & Bhatnagar, S. (2018). Results of a RCT on a transition support program for adults with ASD: Effects on selfdetermination 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., Young, G., Maich, K., & Howell, E. (2018). Teachers and parents working together to support inclusion. Commentary for National Inclusion Month. Inclusive Education Canada. Retrieved from

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. (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:

Specht, J., & Metsala, J. (2018). Predictors of teacher efficacy for inclusive practice in preservice teachers. Exceptionality Education International, 28(3), 67-82.

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. (2018). Case study #22: Using assistive technology in inclusive classrooms. In D. Griffiths & J. Ryan (Eds.). Case Studies for Inclusive Educators and Leaders. (8 pages). Burlington, ON: Word & Deed Publishing. ISBN: 978-0-9918626-3-4

Young, G. (2018). Commentary [Commentary of the Drake Case Study]. In K. Calder Stegemann & A. AuCoin (Eds.), Inclusive education: Stories of success and hope in a Canadian context. (pp. 147-149). Don Mills, ON: Pearson Canada Inc.

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.