Dr. Judy Lupart has had a distinguished career as a researcher, teacher, and leader in the field of education, and some of her most important work has stemmed from her creation of and continuing involvement in "Exceptionality Education Canada." Two articles she wrote for the journal, one in 1992 and one in 2002, are of particular note. To the…

Transition to school is particularly complex for children with special needs. A major difficulty faced by educational systems in trying to address these needs is the multitude of problems with which such children present. Based on population-level data collected with the Early Development Instrument in Canada, Australia, and Mexico,…

The transition to school is a time of change and expectation for children, families, and communities. It is also a time when a range of factors--both within and outside the family--influence educational experiences and outcomes. This paper reports the experiences and expectations of 24 Australian families as their children with special needs…

This study evaluates how well information and communication technology (ICT) related needs of students with various disabilities are met at school, at home, and in e-learning contexts. Results are based on the POSITIVES Scale, a 26 item objective measure of how well the ICT related needs of these students are met. The sample consists of 131…

Inclusive education--based on the premise of social justice--advocates equal access to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school district through quantitative and qualitative inquiries. A survey was administered to 16 school…

This paper is one of a series of papers examining inclusive education in the context of a rural Canadian school district that has adopted a philosophy of inclusion. The results of a survey of 438 parents on their views about aspects of inclusive education at their youngest child's school are reported. The results indicate that the majority of…

Through an examination of one mother's journals about her son's academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of "inclusion" is juxtaposed against that particular second language-learning context. The analysis of the mother's journals revealed three…

One of the most significant changes in education over the last few decades is the movement toward inclusive education. Many schools have adopted an inclusive approach of educating students with learning disabilities (LD) in the regular classroom. The present study utilized a multiple case study approach to examine the perspectives of stakeholders…

This qualitative study examines the perspectives of special education/resource teachers in Winnipeg on current transition services to prepare high school students with disabilities for adulthood. The data were collected by individual in-depth interviews with 6 teachers responsible for coordinating transition services. The main themes emerging from…

This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin's Inclusive Education Teacher Stress and Coping Questionnaire was adapted from the original questionnaire to more accurately reflect the language and practice of inclusion in Ontario (Frost & Brackenreed, 2004). The purpose of this study was to…

Self-reports from siblings of children with special needs regarding their appraisal of family stress and coping are important additions to the disability literature. Twelve school-age siblings of children with special needs were interviewed about their daily hassles, uplifts, and coping strategies related to living in a family with a child with a…