Despite recognition of the importance of parent involvement to enable meaningful inclusion of young children with developmental disabilities in education contexts, few Canadian studies have reported how parents experience this collaboration. Recent research suggests that the transition process is critical to the early school experiences of…

This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the…

Student-teacher relationships play a critical role in supporting the learning and well-being of students with mental health problems. The purpose of this article was to draw from both current literature and previous qualitative interview research to understand the aspects of school-based relationships that are beneficial for students who have…

Data collected from seven urban high schools in Ontario capture multiple voices in relation to inclusive practices in secondary schools and transitions into the workplace. Twenty-one students with intellectual disabilities (ID), 91 teachers, 67 educational assistants, 7 job coaches, 22 parents, 43 peers and 19 community employers completed surveys…

Up to 15 % of the student population in integrated classrooms has mild or moderate hearing loss (MMHL) (Niskar et al., 2001), a communication disability that can impact language development, academic performance, and social-emotional quality of life. Due to the mostly intelligible speech of these students, teachers may easily overlook their…

When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and…

The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding inclusion in a rural school district are reported. Four features of inclusive education from the perspective of teachers are elaborated: (1) attitudes toward inclusion; (2) supportive communication and…

The current study had two purposes: to explore further revisions to the Three-Part Schedule D Additional Qualification (AQ) courses in special education and to determine if a virtual knowledge network would be a viable and welcome tool in building teacher capacity for classroom inclusion of students with exceptionalities. Educational stakeholders…

This paper presents a description of ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model that is built upon four critical elements: a belief in social justice and the value of every child, a…

This purpose of this paper is to provide a theoretical foundation for inclusion in Canadian schools for this Special Issue on Inclusive Education. In response to the need for an interdisciplinary framework, this paper uses an interpretive literature review methodology to construct a framework for educational inclusivity based on four disciplinary…

This article comes out of the larger context of my doctoral dissertation where I investigated my experiences as an academic who attempts to remain true to Indigenous Knowledge (IK) traditions while working within a Western European intellectual setting. In this current paper, I combine the conceptual frameworks of Aboriginal literacy and…

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from…

My action research investigation into place-conscious writing practices invited experienced Non-Aboriginal teachers from the Northwest Territories to think through writing practices that might engage Northern students, many of whom are Indigenous. In this paper, I will focus on what the teachers had to say about the influences of aspects of…

Recognizing that educational change in Nunavut has not been extensively documented, this article provides an entry point for considering how Nunavut can be better understood and situated with scholarship on Indigenous education in Canada. Comparing the history of education in Nunavut with key turning points in First Nations education, the article…

Aboriginal education in Canada needs to shift away from the assimilative model to a model of culturally responsive pedagogy. Teacher education programs that serve Aboriginal teachers have an important role to play in developing an education system that both meets mainstream and Indigenous criteria for success. This paper examines the experiences…