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. http://inclusiveeducation.ca/2018/02/07/victoria-and-tiffany-gallagher-our-story/

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 https://ir.lib.uwo.ca/eei/vol28/iss2/5/

Maich, K., Henning, M., Mallabar, S., & Keith, E. (October 2018). Making Makey Makey into an assistive technology tool. Education Canada 58(3). Retrieved from https://www.edcan.ca
/articles/makey-makey-assistive-resource/

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. & 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. https://www.edcan.ca/magazine/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 http://inclusiveeducation.ca/2018/02/20/teachers-and-parents-working-together-to-support-inclusion/

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. (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:

https://www.oct.ca/-/media/PDF/Exploring%20Leadership%20Practices%20through%20Case%20Inquiry/ExplLdrshpPrctcsCseInqry_en__web.pdf

French available at: https://www.oct.ca/-/media/PDF/Exploring%20Leadership%20Practices%20through%20Case%20Inquiry/ExplLdrshpPrctcsCseInqry_fr__web.pdf

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. http://catalogue.pearsoned.ca/educator/product/Inclusive-Education-Stories-of-Success-and-Hope-in-a-Canadian-Context/9780134184135.page

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.