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TRANSCRIPT
ANNUAL REPORT
2017
Research to enhance the educational opportunities of all
students with exceptionalities.
TABLE OF CONTENTS Annual Report 2017
Contents
About the Canadian Research Centre on Inclusive Education ________________________________________ 1
Our People ________________________________________________________________________________________________ 3
Community Partners ____________________________________________________________________________________ 7
Research Activities _______________________________________________________________________________________ 8
Beginning Teachers Study Major Research Grant ____________________________________________________ 10
Knowledge Creation and Mobilization ________________________________________________________________ 12
Awards Given and Received ____________________________________________________________________________ 21
Events with Centre Participation by Invitation 23
Plans for the Future _____________________________________________________________________________________ 24
Contact Information ____________________________________________________________________________________ 25
Address __________________________________________________________________________________________________ 25
The Canadian Research Centre on Inclusive Education 2017
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About the Canadian Research Centre on Inclusive Education
ABOUT
The Canadian Research Centre on Inclusive Education, located in the Faculty of Education at
Western University, is a research association of faculty members, research associates and graduate
students across Canada who share an interest in inclusive education research. Visit
www.inclusiveeducationresearch.ca
MISSION
The goal of the Centre is to encourage collaborative investigations of theories and practices in an
effort to enhance the educational opportunities of all students with exceptionalities. The Centre is
committed to sharing research findings and resources with academics, educators, families and
community organizations.
WHY INCLUSIVE EDUCATION IS IMPORTANT
Classrooms singularly create possibilities for Canadian society to shape the values of the next
generation. By including and valuing all members of the classroom, educators provide caring
communities that appreciate the unique contributions and diversity of all people.
MESSAGE FROM THE DIRECTOR
In 2017 we continued to work together to spread the word of Inclusive Education across Canada.
You will see the many accomplishments of our members in the publications, conference
presentations and research grants mentioned in this Annual Report. Our SSHRC insight grant to
investigate the development of inclusive practice in beginning teachers is well under way. Our
progress is reported within.
We continued with the journal Exceptionality Education International publishing two issues. We
encourage researchers to consider this journal as an outlet for their work; issues become open
access within a year of publication, meeting the requirements of many granting agencies who now
mandate publication in open access journals.
As always, we provide development opportunities for local educators and graduate students
through participation in research-related activities and events at Western’s Faculty of Education,
and adjudicating two annual graduate research awards. We are very excited to support our
mandate in the coming year so that all students in Canada can experience an environment of
belonging.
It is worth noting that countries around the world mover towards inclusion and are interested in
what Canada has to offer. In the summer, the centre hosted Cecilia Simon from Universidad
Auto noma de Madrid and Ciudad Universitaria de Cantoblanco. We are currently investigating ways
The Canadian Research Centre on Inclusive Education 2017
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to work together on research surrounding principals and inclusion related to the work that Steve
Sider has been leading. In October, a group of educators from the Netherlands arrived to discuss
inclusion. They were a welcome addition to the conversation at our Annual Coaching to Inclusion
conference.
On a last sad note, we lost a beloved member of our team this year. on August 1, 2017 at the age of
61, Dr. John Freeman died. He was a Professor in the Faculty of Education at Queen’s University.
When I had the idea to develop the Canadian Research Centre on Inclusive Education and submit a
grant proposal, he dove right in. He worked tirelessly to help our grant on beginning teachers be
successful. He was a great person and I miss him as do many other colleagues and friends across
Canada and internationally. Thanks John for leaving your mark in the world. You made a difference.
Jacqueline Specht, Ph.D.
Director
Dr. John Freeman
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Our People
FACULTY AND STAFF AT WESTERN UNIVERSITY, ON
Jacqueline Specht Professor and Academic Director of the Centre
Elizabeth Nowicki Associate Professor and Faculty Member of the Centre
Grace Howell Centre Co-ordinator
McKenzie Vanderloon Graduate Student Research Assistant from June 2016
Evan Charles Graduate Student Research Assistant from September 2017
RESEARCH ASSOCIATES AT POST-SECONDARY INSTITUTIONS
M. Lynn Aylward, Professor, Acadia University, NS
Sheila Bennett, Professor, Brock University, ON
Tiffany Gallagher, Associate Professor, Brock University, ON
Kimberly Maich, Assistant Professor, Memorial University NL
Tim Loreman, President and Vice-chancellor, Concordia University of Edmonton, AB
Jennifer Katz, Assistant Professor, University of British Columbia, BC
Tara Flanagan, Assistant Professor, McGill University, QC
Roberta Thomson, Course Instructor, McGill University, and LaSalle College, QC
Sharon Penney, Associate Professor, Memorial University of Newfoundland, NL
Gabrielle Young, Assistant Professor, Memorial University of Newfoundland, NL
Angèla AuCoin, Associate Professor, University of Moncton, NB
Mireille LeBlanc, Assistant Professor, University of Moncton, NB
Jamie Metsala, Professor, Mount St. Vincent University, NS
Jessica Whitley, Associate Professor, University of Ottawa, ON
John Freeman, Professor (deceased), Queen’s University, ON
Nancy Hutchinson, Professor Emerita, Queen’s University, ON
Kim Calder Stegemann, Associate Professor (retired), Thompson Rivers University, BC
Jen deLugt, Assistant Professor, University of Regina, SK
Wanda Lyons, Associate Professor (retired), University of Regina, SK
Scott Thompson, Associate Professor, University of Regina, SK
Anne Marshall, Professor (retired), University of Victoria, BC
Donna McGhie-Richmond, Associate Professor, University of Victoria, BC
Steve Sider, Associate Professor, Wilfrid Laurier University, ON
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GRADUATE STUDENT RESEARCH ASSISTANTS 2017
New Members of the Graduate Student Team
Evan Charles is a M.A. student in the School and Applied Child Psychology program at Western University.
Under the supervision of Dr. Jacqueline Specht, Evan’s research will focus on exploring factors that contribute
to levels of confidence in teaching within diverse classrooms. Evan’s previous research experiences have
focused on how the student-teacher relationship affects emotion regulation abilities in students with ADHD.
He is interested in further exploring the long-term social and educational outcomes of positive student-
teacher relationships within inclusive classrooms, and hopes to pursue future research into that topic.
Kyle Robinson is in the third year of a Ph.D. in the cognition stream at Queen’s University. The purpose of his
dissertation research is to develop a robust model of advocacy by parents of children with exceptionalities.
Kyle’s Master’s thesis examined “Four Secondary School Teachers’ Perceptions of Educational Roles that
Enhance the Inclusion of Exceptional Students”. It describes four diverse secondary school teachers and their
reports of how they facilitate the inclusion of exceptional students in general classrooms. Kyle’s supervisor is
Derek Berg, and Nancy Hutchinson is a member of his advisory committee.
Continuing Members
Michael Fairbrother is a Ph.D. candidate at the University of Ottawa. As a special education and classroom
teacher, Michael completed a Master of Education degree in Special Education, focusing on inclusive
instruction for students within a Response to Intervention (RTI) model. His doctoral dissertation is centred
on understanding the influence of teachers’ professional learning on their classroom instruction for
students who have difficulty learning how to read. Michael is eager to better understand the ways in which
inclusive classrooms can best be developed in order to meet the needs of diverse groups of students,
particularly those who struggle in the early years of school. His supervisor is Dr. Jess Whitley.
Nicole Forest is a student in the M. A. Ed. Program at Universite de Moncton. Along with working as a
Research Assistant with the Canadian Research Centre on Inclusive Education since 2015, Nicole has been
working under the supervision of Dr. Angèla AuCoin on her thesis which explores the transformation of high
school students' representations of diversity. Funded by SSHRC, the project consists of producing a
participatory theatre play with students in order to initiate discussions and reflections on the concept of
diversity. Nicole presented a report on the project’s early stages at the Laboratoire international sur
l'inclusion scolaire (LISIS) held in Lausanne, Switzerland.
Linda Ismailos is a second-year Ph.D. Candidate at Brock University Faculty of Education. She is also a
lecturer in the same faculty teaching these courses for teacher candidates: Cognition and the Exceptional
Learner, and Socio-emotional/Physical Processes and the Exceptional Learner. Linda’s plan for her dissertation
is to employ a mixed methods approach investigating the cognitive and emotional factors that influence a
successful transition to post-secondary studies for students with exceptionalities. Her thesis supervisor is Dr.
Tiffany Gallagher. Linda’s extensive experience as a teacher and a researcher is a valuable asset to the
Centre.
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Jen Poole is a Ph.D. student in Educational Psychology, working under the supervision of Dr. Donna McGhie-
Richmond at the University of Victoria, B.C. Her research involves looking at the Beginning Teachers Study
data collected on preservice teachers' efficacy at the end of their preservice programs, and identifying the
characteristics of the preservice programs that lead to a stronger sense of teacher efficacy. Jen began her
career as a classroom teacher in 2001, and has since worked in various capacities supporting student success.
She is pleased to join the team as a Research Assistant working on the Knowledge Mobilization aspect of the
project.
McKenzie Vanderloon is a Ph.D. student in School and Applied Child Psychology at Western University
working under the supervision of Dr. Jacqueline Specht. Her research will focus on the development of
inclusive practices in beginning teachers. McKenzie has conducted previous graduate research which focused
on children’s cognitive development in the classroom. McKenzie has a strong interest in understanding the
teacher’s perspective of teaching in a classroom with children of all abilities. If both perspectives are
considered, hopefully the most successful learning environments can be created for a classroom that nurtures
inclusive education.
National Team Members and Guests Meet at Congress of the Humanities, Toronto, 2017
Back row l to r: Steve Sider, Jen Poole, Lynn Aylward, Philippe Tremblay, Lorayne Bradshaw, Nancy
Hutchinson, Donna McGhie-Richmond, McKenzie Vanderloon, Tiffany Gallagher, Michael Fairbrother, Sheila
Bennett, Jenn deLugt, Ange la AuCoin, Linda Ismailos, John Freeman, Jamie Metsala. Front row: Jennifer Katz,
Jacqui Specht, Scott Thompson, Gabrielle Young, Grace Howell, Nicole Forest.
Faculty researchers and graduate students met at the Strathcona Hotel in Toronto on May 27, 2017
to review the progress of research on the study, The Development of Inclusive Educational
Practices for Beginning Teachers (Beginning Teachers Study). The focus of discussion
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concerned long-term planning for knowledge mobilization activities as the study enters the third
year of the five-year term of the SSHRC grant.
Two subcommittees assist with achieving the key goals of the project. The Research Committee is
responsible for overseeing the plan for training highly qualified personnel, for creating authorship
agreements concerning publishing findings, and for equitably distributing funds for travel and costs
in disseminating knowledge gained. Along with Jacqui Specht the principal investigator,
representatives from each region comprise this committee. For 2017 these were Jennifer Katz
(West), Tiffany Gallagher and Nancy Hutchinson (Central) and Gabrielle Young (East).
The Knowledge Mobilization Committee is co-ordinated through the Centre for Youth and Society
(CYS) at the University of Victoria (www.uvic.ca/research/centres/youthsociety). The mandate of
this committee is to monitor the dissemination and use of new knowledge on inclusion that is
generated through the research project. Members in 2017 included Tricia Roche, and graduate
student Jennifer Poole in the CYS Centre at the University of Victoria, along with national team
members Donna McGhie-Richmond, Jen deLugt, Angèla AuCoin, Tara Flanagan and Jacqui
Specht.
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Community Partners
Members of the national research team have partnered with agencies and school boards to share
information about current and proposed research projects, and to make presentations at
professional development day workshops.
12 Advocacy organizations
5 Provincial government ministries
3 Teachers Professional Organizations
14 School Boards/Districts
Our partners include:
BC Teachers Federation
Avon-Maitland DSB
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Research Activities
SELECTED RESEARCH GRANTS AND CONTRACTS OBTAINED BY NATIONAL TEAM Please note: Team members’ names appear in bold type; graduate students’ names are underlined.
Knowledge Network for Applied Education Research (KNAER). (2017-2020). Réseau de Savoir sur l'Équité / Equity Knowledge Network (RSEKN)). Collaborators with N. Belanger, R. Kane, N. Ng-A-Fook, K. Moreau, P. Dalley, A. Dionne, E. Dulude, R. Maclure, J. Whitley, K. Pendleton Jimenez, K. Llewellyn, S. de Castell, J. Specht, M. Kehler, L. Brogden, S. Bennett, T. Gallagher. $975, 000
Bennett, S. & Gallagher, T. (2017-2018). Research Contribution: The Avon Maitland District School Board’s Inclusion Coaching Project–Update and Synopsis. Avon Maitland District School Board. $28, 319
Bennett, S., Specht, J. (Co-Principal Investigators), Somma, M., & Li, X. (2017-2018). Why not me?” Funded by Community Living Ontario. $40,000
Campbell, W., and Missiuna, C (Co-Pis). Pollock, N., Kyte, C., Bennett, S., Rivard, L., Specht, J., &
McCauley, D. (2017-2019). Facilitating Integration of Rehabilitation Services through
Training: Knowledge Implementation Toolkit (FIRST KIT). Funded by Ontario Ministry of
Education. $659,857
Flanagan, T. Principal Investigator (2016-2018). MOVES: Moving from Vocational to
Entrepreneurial Skills for Students with Intellectual Disabilities. Ministe re de l’E ducation, du
Loisir et du Sport, Que bec. $71,000
Flanagan, T. Principal Investigator (2016-2017). Transition to School for Children with Autism
Spectrum Disorder: An Investigation of the Effectiveness of Systematic Transition Planning.
McGill Social Sciences and Humanities Research Grant. $7,000
Maich, K., Co-applicant with Community Living Haldimand (2016-17). The use of mobile
devices/apps as a method to increase independence and economic opportunity for individuals
with intellectual disabilities. Ontario Trillium Foundation Seed Grant. $67,100
Metsala, J. (Principal Investigator), Deacon, S. H. & Conrad, N. (2016-2017). Reading
Comprehension: Addressing the Achievement Gap for children from lower Socio-economic
Backgrounds. Nova Scotia Education and Early Childhood Development: Centre for
Excellence Research Award. $25,000
Sider, S., Principal Investigator; Maich, K., & Specht, J., co-applicants; AuCoin, A., Bennett, S.,
Loreman, T. & McGhie-Richmond, D., collaborators. (2016-18). Exploring principal
leadership for inclusion of students with special education needs in Canadian schools. SSHRC
Insight Development Grant. $43,726
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Specht, J. (Principal Investigator) with all faculty members of the Canadian Research Centre on
Inclusive Education as Co-investigators (2015 ─2020). The development of inclusive
educational practices for beginning teachers. Social Sciences and Humanities Research
Council of Canada (SSHRC). $488,800
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Beginning Teachers Study Major Research Grant
In 2015 we received $488,800 from the Social Sciences and Humanities Research Council of Canada
(SSHRC) for a period of 5 years to follow preservice and beginning teachers as they progress
through their programs and out into their first few years of teaching. In addition, we are working
with our partners to develop professional development opportunities for newly hired teachers. We
are very excited to be venturing ahead with this project across Canada.
Timeline for data collection
Cohort 2015 2016 2017 2018 2019 2020
Sept Jan Sept Jan Sept Jan Sept Jan Sept Jan
1
2
3
LEGEND:
Solid black arrow: Initial paper-based surveys of teacher candidates in first year of their program
(~2,600 in Cohorts 1 and 2). Note: Cohort 3 initial surveys of beginning teachers
were completed online.
Dashed black arrow: Initial online surveys of beginning teachers in the first year of their contract.
Blue arrow: Follow-up online surveys of teacher candidates during second year of their program.
Dashed blue arrow: Follow-up online surveys of teachers during first year(s) of teaching.
Call-outs: Follow-up interviews with a sample of participants (~75 per cohort per year)
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Progress of the study in 2017
In Year 1 (2015-16) the team collected almost 1,400 paper-based surveys from teacher candidates
entering a two-year B.Ed. program at 14 institutions across 8 provinces. In Year 2 (2016-17)
approximately 1,200 surveys were collected. Candidates from both cohorts who agreed to
participate further were contacted via email in their second year and invited to complete the survey
again online. Brief follow-up telephone interviews were conducted with approximately 40 teacher
candidates from Cohort 1. At the end of 2017, follow-up interviews were in progress with Cohort 2,
and second interviews are in progress with Cohort 1 participants who have now completed their
teacher preparation.
In 2017, school boards and districts across Canada partnered with the Centre to invite beginning
teachers to participate in the study as Cohort 3. Similar to participants in Cohorts 1 and 2, those
new teachers who accept the invitation will complete the online survey and follow-up telephone
interviews.
Image credit, Maryville School, Red Deer, AB
Using information from these surveys and interviews, the research team will document the
contribution of knowledge and experience gained during participants’ initial teacher education and
first years as a teacher in the development of their self-efficacy, beliefs and instructional practice.
Graduate student research assistants gain valuable knowledge and expertise through participation
in the data collection and ongoing analyses activities.
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Knowledge Creation and Mobilization
KNOWLEDGE MOBILIZATION PATHWAYS
Guided by the Knowledge Mobilization (KM) Committee and co-ordinated through the Centre for
Youth and Society at the University of Victoria, our KM plan monitors the dissemination and use of
new knowledge on inclusion; ensures fidelity to the commitment to put findings into the hands of
those who can act on them (educators and policy-makers); and shares innovative examples of
implementation of the research findings across Canada.
KNOWLEDGE MOBILIZATION PRODUCTS
The following research-driven KM products were developed and distributed in 2017:
Conference Presentations and Journal Articles: Although most of these will occur in Years 3 to 5,
several presentations and articles were published in 2017 to provide insight into current research
and practice in teaching preparation and support for inclusive education. (See Whitley et al.,
Canadian Association of Educational Psychology, 2017 under Conference Presentations).
Newsletter Updates: Newsletters are available on the Centre’s web site in both French and English
under the Beginning Teachers Study tab. The first issue describes the purpose of the study, and
subsequent issues provide an update on the progress of the study, along with some preliminary
findings. These e-updates were sent also as attachments to all stakeholders and participants who
wished to be involved in this study.
Above is the masthead drawing on the newsletter updates that are distributed to participants, team
members and community partners at regular intervals.
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MULTIPLE PRESENTATIONS AT CONFERENCES AND MEETINGS
Please note: Team members’ names appear in bold type; graduate students’ names are underlined.
Canadian Society for Studies in Education, May 2017, Toronto, ON
Bennett, S., Gallagher, T., Somma, M., Wlodarczyk, K., & Shuttleworth, M. Through the lens of Inclusion Coaches and classroom teachers: A system-wide transition to inclusive schools.
Copfer Terreberry, S., & Specht, J. Students with LD: are we meeting their needs in today’s university
classrooms? Dare, L., & Nowicki, E. A. Moving students up a grade: Students’ beliefs about acceleration in inclusive
classes.
Fairbrother, M. Understanding how complexity in early reading teaching and learning influences
students’ opportunities to overcome reading difficulties in their primary years. Howell, G. School leaders’ behaviors and teachers’ perceptions of their value for inclusive education. Katz, J. Mental health, trauma, and the TRC [TeachResiliency.ca]: A Universal Design approach to
trauma-informed care. Kipfer, A., & Specht, J. (2017, May). Educational assistants supporting inclusive education in secondary
schools. Lau, T. Z., & Nowicki, E. A. Children’s perspective on social exclusion of peers with learning disabilities:
A cross-cultural examination. McGhie-Richmond, D. Inclusive education in a rural school district. McGhie-Richmond, D., Specht, J., & Underwood, K. (2017, May). Research Panel in the symposium:
Contemporary research and practice in teacher preparation and support for inclusive education.
Nowicki, E. A., & Brown, J. D. ‘Be friendly and kind’: Strategies for including classmates with learning
difficulties. Richardson, J., & Nowicki, E. A. Strategies for socially including students with disabilities: Secondary
school student perspectives.
Sider, S., Maich, K., & Specht, J. Inclusive school leadership: Early results from a Canadian national study.
Somma, M., Bennett, S., Gallagher, T., Kipfer, A., & Specht, J. Transitioning towards inclusion: A
triangulated view of the role of Educational Assistants. Tkach, R., & Gallagher, T. Sparking reading engagement through tablets during an early intervention
reading program.
Whitley, J., Gooderham, S., Duquette, C., Cousins, J. B., & Orders, S. Implementing differentiated
instruction: teacher beliefs and practices.
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Whitley, J. (Chair), McGhie-Richmond, D., Specht, J., & Underwood, K. (Research panel);
Hutchinson, N., & Killoran, I. (Research to practice panel). Contemporary research and
practice in teacher preparation and support for inclusive education.
Young, G., & Penney, S. Examining home and school relationships surrounding a child with a disability.
Ontario Council for Exceptional Children, November 24, 2017, Toronto, ON
Bennett, S., Gallagher, T., Somma, M., Shuttleworth, M., & Wlodarczyk, K. Through the lens of
Inclusion Coaches and classroom teachers: A system-wide transition to inclusive schools.
Dare, L., & Nowicki, E. A. Voices of Ontario’s grade skippers.
Fletcher, D., Specht, J., & Allen, P. (2017, November). Increasing teachers’ confidence teaching students with Auditory Processing Disorder (APD).
Hunter, F., Specht, J., & Nowicki, E. A. The influence of practicum experiences on pre- service teachers’
views of inclusive classrooms. Ismailos, L. Overcoming anxiety as a barrier: A pilot study investigating perceptions of accommodated
students in a post-secondary transition program. Sider, S., & Maich, K. Caring and safe schools: How principals can foster a culture of inclusion for
students with special needs. Panel presentation on inclusive school leadership. St. Hilaire, R., Gallagher, T. & Grierson, A. Supporting high school struggling readers in guided
instruction: Transfer of elementary pedagogies. Somma, M., Bennett, S. & Gallagher, T. Moving toward inclusion: Developing research-based
collaborative relationships between teachers and educational assistants.
SINGLE PRESENTATIONS AT CONFERENCES AND MEETINGS
AuCoin, A. (2017, novembre). L’inclusion en éducation physique: lorsque l’exclusion n’est plus une option!
Inclusion in physical education: when exclusion is not an option! Confe rencie re principale du Congre s
annuel de la Fe de ration des e ducateurs et e ducatrices physiques enseignants du Que bec, Montreal,
QC.
AuCoin, A. (2017, mars). Le Nouveau-Brunswick : une province qui ose relever le défi de l’inclusion scolaire. New
Brunswick: A province that has risen to the challenge of school inclusion. Confe rence de clo ture
pre sente e au symposium intitule Gestion de classe dans une approche inclusive, Congre s annuel de
l’Institut des troubles d’apprentissage, Montreal, QC.
AuCoin, A. (2017, fe vrier). Au cœur de l’inclusion scolaire! At the heart of school inclusion. Confe rencie re
d’honneur invite e a la confe rence annuelle de la North Central Teachers Conference Association,
Edmonton, AB.
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Dare, L., & Nowicki, E. A. (2017). Grade skippers share their advice: Trust the process and don’t panic. National
Association of Gifted Children, Charlotte, NC.
Flanagan, T. (2017, March). Universal Design for Learning: A practical tool to promote Inclusion for ALL
learners. Talk for faculty and students at the Education University of Hong Kong (EDUHK), Tai Po,
Hong Kong.
Flanagan, T. (2017, March). Promoting a developmental system of Inclusion: Findings from Action Research on
transitions & post-secondary Inclusion. Talk for faculty and students at the Education University of
Hong Kong (EDUHK), Tai Po, Hong Kong.
Maich, K., & Mallabar, S. (2017, November). I get by with a little help from my friends: Promoting inclusion,
communication, and social skills development. Association for Applied Behaviour Analysis
International, 9th International Conference, Paris France.
Metsala, J. L., (2017, November). Research-informed practice in the early literacy classroom. ResearchEd,
Toronto, ON.
Metsala, J. L., & David, M.D. (2017). Understanding and supporting academic achievement in university
students with undiagnosed reading difficulties. International School Psychology Association 39th
Annual Conference, Manchester, UK.
Nowicki, E. A., & Brown, J. (2017). ‘Just go and help’: Including classmates with learning difficulties. Organizing
Equality International Conference. London, ON.
Specht, J. (2017, February). The role of inclusive classrooms in promoting the well-being of all students.
Presented at the Canadian Conference for Promoting Healthy Relationships at School for Youth,
London, ON, Canada.
Specht, J. (2017, November). Inclusion promotes the well-being of all students. Presented at the launch of the
Re seau e quite RSEKN Equity Network, Ottawa, ON.
Taylor, M., Fairbrother, M., Ghani, S., & Atas, S. (2017, June). The bricks and clicks towards success: Highlights of
a blended learning project at the University of Ottawa. Kesarwani Lecture, University of Ottawa,
Ottawa, ON.
Thompson, S. A., & Burke, K. J. (2017, October). Performance of excerpts from “Ducks on the Moon: A Parent
Meets Autism - A Play with Music.” (An Evolving A/r/tography). The Loft, Regina, SK.
Thompson, S. A. & Burke, K. J. (2017, December). Full (Draft) Performance of “Ducks on the Moon: A Parent
Meets Autism - A Play with Music.” (An Evolving A/r/tography). The Drama Lab, University of Regina,
Regina, SK.
Whitley, J., Gooderham, S., Windmill, C., & Fairbrother, M. (2017, November). Are we really doing DI? Planning
for the inclusion of students with exceptionalities through UDL and Differentiated Instruction. Equity
Knowledge Network (RSEKN) Official Launch at Hillcrest High School.
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Whitley, J., Fairbrother, M., & Gooderham, S. (2017, April). Supporting Student Inclusion: Focus on Social
Emotional Learning. Workshop presented at the University of Ottawa’s Teachers Teaching Teachers
Symposium.
Young, G. (2017, November). Teaching and learning with technology: An introduction to assistive and
instructional technology to support students with learning difficulties. LD@school webinar facilitated
by the Learning Disabilities Association of Canada.
Young, G. (2017, February). Inclusion, Universal Design for Learning, and assistive technology. Webinar on
Accessibility and Meeting the Needs of Diverse Learners facilitated by Microsoft Canada. Press
release accessible at: http://inclusiveeducation.ca/2017/02/15/3804/
Young, G. (2017, March). Inclusion, Universal Design for Learning, and assistive technology. Webinar on
Accessibility and Meeting the Needs of Diverse Learners facilitated by Microsoft Canada. Press
release accessible at: http://inclusiveeducation.ca/2017/02/15/3804/
SELECTED PUBLICATIONS
AuCoin, A. (2017). Conclusion. Dans Ministe re de l’E ducation et du De veloppement 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.
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.
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
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.
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.
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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)
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.
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Maich, K., van Rhijn, T., Woods, H., & Brochu, K. (2017). Teachers’ perceptions of the need for assistive
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SELECTED MEDIA COVERAGE
Listed in order by date.
January 25, 2017. J. Specht interviewed by Al Coombs on hour-long radio show Ask the Experts during “Bell
Let’s Talk Day”.
February 7, 2017. Canadian Broadcasting Corporation (CBC) program, Here and Now. Topic: Inside the
Classroom. Gabrielle Young interviewed by Debbie Cook.
http://www.cbc.ca/news/canada/newfoundland-labrador/inside-the-classroom-gabrielle-
young-mun-professor-1.3970959
February 24, 2017. Angèla AuCoin interviewed (French language). Ici, Radio-Canada – Colombie
Britannique – Yukon / Phare Ouest : Revoir le modèle de pédagogie traditionnelle. (24 fe vrier, 2017).
http://ici.radio-canada.ca/nouvelle/1018900/inclusion-scolaire-csf-autisme-tdah-adhd-ecole-
universite-tru-moncton-besoins-speciaux
May 23, 2017. Premiere showing of the documentary Mr. Connolly has ALS by filmmaker Dan Habib and
produced by the University of New Hampshire Institute on Disability. The Centre supported this
project financially, and is listed in the film credits. Dan Habib is the filmmaker behind the seminal
documentary Including Samuel (2007). Visit https://iod.unh.edu/projects/mr-connolly-has-als
June 22, 2017. J. Specht interviewed by Jennifer Lewington for article on inclusive education titled “School
inclusion update”, in Education Today (Ontario Public School Boards Association). Published Fall
2017.
October 3, 2017. CBC National radio show, The Current. Members of the Centre participated in a CBC coast-
to-coast parent call-in radio show and interview with Anna Marie Tremonti, “Is the public school
system working for kids with special needs?” From east to west coast: Angèla AuCoin, Sheila
Bennett, Jacqui Specht, Tim Loreman, Jennifer Katz, http://www.cbc.ca/radio/thecurrent/the-
current-for-october-2-2017-a-national-call-in-special-1.4317150/is-the-public-school-system-
working-for-kids-with-special-needs-1.4317221
November 6, 2017. Interview with A. Aucoin (French language). Le re veil / Nouveau-Brunswick : Un guide
de bonnes pratiques pour re ussir l’inclusion scolaire a l’e cole (L'Audio fil du lundi 6 novembre 2017).
http://ici.radio-canada.ca/premiere/emissions/Le-reveil-Nouveau-
Brunswick/segments/entrevue/45610/livre-inclusion-angela-aucoin-bouton-dor-marie-cadieux
November 28, 2017. Scott Radley, host of The Scott Radley Show (weeknights from 7-9 on 900CHML)
conducted 15-minute interview with J. Specht on radio show. Topic concerned inclusion of children
with special education needs in relation to a Hamilton Spectator story on child suspended for
behavior.
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JOURNAL HOSTED BY THE CENTRE
Exceptionality Education International provides a forum for research and dialogue on topics
relevant to the education of people with exceptionalities and how barriers to the full participation
of all people in education can be reduced and removed. People with exceptionalities are those from
groups who have been traditionally marginalized in education as the result of ability, culture,
ethnicity, gender, identity, language, religion, sexual orientation, and socio-economic status.
Editors: Jacqueline Specht, Western University, and Gabrielle Young of Memorial University of
Newfoundland. Associate Editors: Jenn de Lugt of the University of Regina, and Sharon Penney
of Memorial University of Newfoundland. This online journal is published by Scholarship@Western
and is available at http://ir.lib.uwo.ca/eei/
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Awards Given and Received
EXCEPTIONALITY EDUCATION INTERNATIONAL BOOK AWARD
Each year, the editors select a nominated book that was published in the previous calendar year, and
which addresses the area of special education.
The Award for 2017 was given to Kimberly Maich, Darren Levine, and Carmen Hall for their book
Applied behaviour analysis: 50 case studies in home, school, and community settings, Cham,
Switzerland: Springer Science & Business Media. [392 pages] doi: 10.1007/978-3-319-44794-0_1
This textbook offers real-world case studies for using Applied Behavior Analysis (ABA) to create,
implement, and appraise behavior intervention programs across a variety of client situations. Its
chapters are formatted for ease of use and retention, and organized to focus on the core
components of ABA: assessment, planning, implementation, evaluation, and research/ethics.
INCLUSIVE EDUCATION RESEARCH AWARDS 2017
This Award is funded by Foundation Western and is administered by the Centre. Each year we
acknowledge outstanding research projects by graduate students at Western that address a wide
range of issues related to the inclusion of students who represent a diversity of backgrounds or
learning needs.
Congratulations to MA students, Melissa Coyne-Foresi (A mixed-methods evaluation of benefits for
indigenous youth mentors in a high-school peer mentoring program) and Erica Partridge
(Empathy in inclusive classrooms: Exploring prosocial behavior through children’s academic
writing skills), and PhD student Ayman Massouti (Examining teachers’ preparation for inclusive
classrooms in the Ontario enhanced teacher education program: A neo-institutional approach).
Erica Partridge also received the Jessica Jean Campbell Coulson Research Award which is given to a
graduate student at Western in memory of Ms. Coulson, a graduate of Western’s M.Ed. program. Ms.
Coulson worked to support and encourage students with special learning needs.
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AWARDS AND RECOGNITION FOR THE RESEARCH TEAM
Jacqui Specht: Edward G. Pleva Award for Excellence in Teaching, Western University 2017
Elizabeth Nowicki, Jacqui Specht: Graduate Teaching Excellence Award, Western University Faculty of
Education 2016-17
Kimberly Maich: Verna O’Coin Memorial Bursary from Atlantic Provinces Association for Behavior
Analysis
Jenn de Lugt: G.M. Dunlop Distinguished Contribution Award, Canadian Association for Educational
Psychology (CAEP)
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Events with Centre Participation by Invitation
April 1: London Region Learning Disabilities Symposium, organized by Learning Disabilities
Association, London Region; Thames Valley District School Board, and London District
Catholic School Board. Held at Western’s Faculty of Education. Jacqui Specht participated as
a member of the concluding panel discussion.
April 3: Community Roundtable and Knowledge Sharing, organized by James Shelley from the
Centre for Research on Health Equity and Social Inclusion (CRHESI). Live and podcast
interview held at London Public Library, Central location. Jacqui Specht addressed the issue
and led the discussion of “Human Rights in Education: Do We Really mean ALL Students?”
July: Professor Cecilia Simón Rueda from Spain hosted by Canadian Research Centre on
Inclusive Education. Cecilia is an Associate Professor at the Universidad Auto noma de
Madrid in the Faculty of Psychology and Education. She visited several inclusive education
sites in Canada this summer to share knowledge gained from research projects related to
inclusion and the importance of community participation.
July 31: Professor Cecilia Simo n Rueda (left) enjoys lunch at
Blackfriars Restaurant with Jacqui Specht, Director, Canadian
Research Centre on Inclusive Education, and McKenzie
Vanderloon, right, Ph.D. student.
October 20: Faculty Research Partners Day at Western: Presentation to local school board research partners and graduate students, titled The Development of Inclusive Practice for Beginning Teachers.
COACHING TO INCLUSION PROFESSIONAL DEVELOPMENT CONFERENCE
Since 2007, the Centre has partnered with the Coaching to Inclusion Committee, comprised of
several school boards in southwestern Ontario, to plan and host a professional development
conference day in London. These themed events feature renowned speakers or facilitators who are
experts in their field. The theme for 2017 was “Supporting All Learners in Mathematics
Instruction”.
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Plans for the Future
KNOWLEDGE MOBILIZATION PLAN FOR BEGINNING TEACHERS STUDY
The KM plan supports the research goal of promoting new and shared knowledge, skills, and
strategies to support high quality inclusive education across the country. The committee will also
build on the wealth of existing communication channels of project stakeholders: universities,
ministries/departments of education, school districts, schools, professional associations,
community organizations, and associations of people with diverse learning needs, families, and
others. At the same time, we are continually identifying new opportunities to share research
findings. Graduate students are included on the committee to provide mentoring opportunities to
them on this critical component of high-impact research.
We anticipate the following research-driven KM products in Years 3 to 5 (2017-2020):
accessible summaries (Research Tip Briefs)
e-updates circulated through stakeholder channels and on the central website
conference presentations (academic and community)
peer-reviewed journal articles
a book (beyond Year 5),
workshops for post-secondary faculty on instructional techniques; pre-service and in-
service workshops for K to 12 educators
online resources for practitioners
Source: Anthony Yuan, Flickrc.om (2006)
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Contact Information
Address
Canadian Research Centre on Inclusive Education
Western University, Education 1137 Western Rd., London, ON Canada N6G 1G7
Tel 519-661-2111, ext. 88876
Fax 519-661-3833
www.inclusiveeducationresearch.ca
JACQUI SPECHT, PH.D. DIRECTOR
GRACE HOWELL, ED.D. CENTRE CO-ORDINATOR
Tel 519-661-2111 ext. 88876
Fax 519-661-3833
Tel 519-661-2111 ext. 88619
Fax 519-661-3833