J. Parsons, M. McColl, Andrea K. Martin, D. Rynard
More students with disabilities are attending university in Canada, bringing increasing expectations for academic accommodations. This study compared accommodations offered in high school and university for 71 first-year undergraduates with disabilities at Queen’s University in Ontario, Canada. More than a third (34%) of the participants presented with a disability label at university different from what they had in high school. Eighty-six percent (86%) of participants received fewer accommodations in university (6.34 fewer on average). The most frequently lost accommodations were individualized instructional supports and extra time on exams. High school students who received human-assisted accommodations, and those who identified as exceptional, lost the highest number of accommodations. Accommodations increased for students who attended private high schools. These findings have practice implications for both high schools and universities. Instead of using disability labels, high school students with disabilities should be taught how to describe their disability-related functional limitations (FLs) within academic activities. High schools should align Grade 12 academic accommodations specifically to disability-related FLs for university-bound students with disabilities. Universities should communicate clear information about its accommodation process. This includes the conditions in which specific accommodations, such as memory aids, are granted. Universities should identify and support students whose accommodations change significantly upon their arrival from high school. Finally, universities ought to adopt Universal Design for Learning principles in teaching wherever possible. This will help create a welcoming learning environment for all students, including high school students experiencing significant changes to their accommodations as they transition to university.
{"title":"Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations","authors":"J. Parsons, M. McColl, Andrea K. Martin, D. Rynard","doi":"10.5206/eei.v30i3.13427","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13427","url":null,"abstract":"More students with disabilities are attending university in Canada, bringing increasing expectations for academic accommodations. This study compared accommodations offered in high school and university for 71 first-year undergraduates with disabilities at Queen’s University in Ontario, Canada. More than a third (34%) of the participants presented with a disability label at university different from what they had in high school. Eighty-six percent (86%) of participants received fewer accommodations in university (6.34 fewer on average). The most frequently lost accommodations were individualized instructional supports and extra time on exams. High school students who received human-assisted accommodations, and those who identified as exceptional, lost the highest number of accommodations. Accommodations increased for students who attended private high schools. These findings have practice implications for both high schools and universities. Instead of using disability labels, high school students with disabilities should be taught how to describe their disability-related functional limitations (FLs) within academic activities. High schools should align Grade 12 academic accommodations specifically to disability-related FLs for university-bound students with disabilities. Universities should communicate clear information about its accommodation process. This includes the conditions in which specific accommodations, such as memory aids, are granted. Universities should identify and support students whose accommodations change significantly upon their arrival from high school. Finally, universities ought to adopt Universal Design for Learning principles in teaching wherever possible. This will help create a welcoming learning environment for all students, including high school students experiencing significant changes to their accommodations as they transition to university.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42511280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Rivard, Charlotte Magnan, C. Chatenoud, Marie Millau, Catalina Mejia-Cardenas, Mélina Boulé
For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.
{"title":"Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership","authors":"M. Rivard, Charlotte Magnan, C. Chatenoud, Marie Millau, Catalina Mejia-Cardenas, Mélina Boulé","doi":"10.5206/eei.v30i3.13380","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13380","url":null,"abstract":"For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46463936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early childhood education and care (ECEC) programs are often the first point of contact that newcomers have with formal institutions in their new country, and function as sites wherein children can gain access to the language, rules, and customs of the dominant society. However, newcomer families may experience specific barriers to accessing programs due to the lack of recognition of their existing social and cultural capital within the host country. Reporting on part of a larger mixed-methods study focused on the post-migration barriers to integration experienced by newcomers, this article explores newcomer families’ perspectives on the issues affecting their participation in ECEC programs. Qualitative data were collected from 96 newcomers to Canada during 13 focus groups. The findings suggest newcomer families grapple with reconciling three main points of disjuncture or conflict associated with these child care decisions: social networks, necessity and opportunity, and socialization goals. While participation in ECEC programs facilitated the development of forms of capital valued in the new context, these families also felt compelled to shed some of their own aspirations for their children’s socialization and learning.
{"title":"Newcomer Families’ Participation in Early Childhood Education Programs","authors":"Christine Massing, Daniel Kikulwe, Needal Ghadi","doi":"10.5206/eei.v30i3.13379","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13379","url":null,"abstract":"Early childhood education and care (ECEC) programs are often the first point of contact that newcomers have with formal institutions in their new country, and function as sites wherein children can gain access to the language, rules, and customs of the dominant society. However, newcomer families may experience specific barriers to accessing programs due to the lack of recognition of their existing social and cultural capital within the host country. Reporting on part of a larger mixed-methods study focused on the post-migration barriers to integration experienced by newcomers, this article explores newcomer families’ perspectives on the issues affecting their participation in ECEC programs. Qualitative data were collected from 96 newcomers to Canada during 13 focus groups. The findings suggest newcomer families grapple with reconciling three main points of disjuncture or conflict associated with these child care decisions: social networks, necessity and opportunity, and socialization goals. While participation in ECEC programs facilitated the development of forms of capital valued in the new context, these families also felt compelled to shed some of their own aspirations for their children’s socialization and learning.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.
{"title":"Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice","authors":"Donna McGhie-Richmond, Fizza Haider","doi":"10.5206/eei.v30i2.11080","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11080","url":null,"abstract":"Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.
{"title":"Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices","authors":"Jhonel Morvan, D. Smith","doi":"10.5206/eei.v30i2.11083","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11083","url":null,"abstract":"This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.
{"title":"Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu","authors":"Kevin Lamoureux, Jennifer Katz","doi":"10.5206/eei.v30i2.11078","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11078","url":null,"abstract":"In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44276009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work has as its central theme a discussion of the “truth” of inclusion. Through our beliefs and actions we set a pathway for students in our schools. As educators and leaders we choose paths that can encourage or stifle access and opportunity for all students. Regardless of the path taken inclusion as a fundamental truth still exists and challenges us to explore what we bring to this educational endeavour. Given as a talk in June 2019 at the conference, Exploring Intersectionalities for Leadership and School Inclusion (Vancouver, BC), this work pushes us to examine who we are as individuals and community members within the framework of inclusive education.
{"title":"Rethinking the Familiar: It Is Not About Changing Our Actions, It Is About Changing Our Thinking","authors":"Sheila Bennett","doi":"10.5206/eei.v30i2.11079","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11079","url":null,"abstract":"This work has as its central theme a discussion of the “truth” of inclusion. Through our beliefs and actions we set a pathway for students in our schools. As educators and leaders we choose paths that can encourage or stifle access and opportunity for all students. Regardless of the path taken inclusion as a fundamental truth still exists and challenges us to explore what we bring to this educational endeavour. Given as a talk in June 2019 at the conference, Exploring Intersectionalities for Leadership and School Inclusion (Vancouver, BC), this work pushes us to examine who we are as individuals and community members within the framework of inclusive education.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47708704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes a conference held in Vancouver, Canada, that explored school leadership, inclusion, and Indigeneity. The conference, entitled Exploring Intersectionalities for Leadership and School Inclusion, provided an opportunity for educational scholars, government policy-makers, Indigenous Knowledge Keepers, school system leaders, principals, and teachers to examine how school principals can support students with special education needs in inclusive schools. This article provides the rationale, background, logistical details, and deliverables of the conference. In the conclusion, questions are raised that require further exploration in the field of inclusion and school leadership.
{"title":"Setting the Context for a Conference to Explore Intersectionalities for School Leadership and Inclusion","authors":"Steve Sider, P. Ling","doi":"10.5206/eei.v30i2.11077","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11077","url":null,"abstract":"This article describes a conference held in Vancouver, Canada, that explored school leadership, inclusion, and Indigeneity. The conference, entitled Exploring Intersectionalities for Leadership and School Inclusion, provided an opportunity for educational scholars, government policy-makers, Indigenous Knowledge Keepers, school system leaders, principals, and teachers to examine how school principals can support students with special education needs in inclusive schools. This article provides the rationale, background, logistical details, and deliverables of the conference. In the conclusion, questions are raised that require further exploration in the field of inclusion and school leadership.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44002429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article introduces the articles in the special issue Intersectionalities in Leadership Conference. It presents the work associated with a SSHRC-funded day-long conference on June 1, 2019, entitled Exploring Intersectionalities for Leadership and School Inclusion aimed at bringing together a cross-section of senior administrators in Canadian education across all provinces.
{"title":"Intersectionalities in Leadership Conference: An Introduction to the Special Issue","authors":"Jacqueline Specht","doi":"10.5206/eei.v30i2.11076","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11076","url":null,"abstract":"This article introduces the articles in the special issue Intersectionalities in Leadership Conference. It presents the work associated with a SSHRC-funded day-long conference on June 1, 2019, entitled Exploring Intersectionalities for Leadership and School Inclusion aimed at bringing together a cross-section of senior administrators in Canadian education across all provinces.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47025787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberly Maich, Steve Sider, Jhonel Morvan, D. Smith
Gaps between research and practice exist in the field of inclusive and special education, especially around school-based leadership (e.g., principals). Research-based case studies are a way to teach and learn about disability, especially stigmatized issues such invisible disability (e.g,. intellectual disability), which may be complex with multiple stakeholders, yet difficult to access. This article reviews the collaborative process of developing and disseminating authentic case studies built on lived experiences of school principals as an example of bridging the gap between research and practice with multiple, engaging knowledge mobilization activities. Future knowledge mobilization activities, such as the development of interactive, online case-based based learning around inclusive classrooms and schools, are discussed.
{"title":"Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders","authors":"Kimberly Maich, Steve Sider, Jhonel Morvan, D. Smith","doi":"10.5206/eei.v30i2.11082","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11082","url":null,"abstract":"Gaps between research and practice exist in the field of inclusive and special education, especially around school-based leadership (e.g., principals). Research-based case studies are a way to teach and learn about disability, especially stigmatized issues such invisible \u0000disability (e.g,. intellectual disability), which may be complex with multiple stakeholders, yet difficult to access. This article reviews the collaborative process of developing and disseminating authentic case studies built on lived experiences of school principals as an example of bridging the gap between research and practice with multiple, engaging knowledge mobilization activities. Future knowledge mobilization activities, such as the \u0000development of interactive, online case-based based learning around inclusive classrooms and schools, are discussed.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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