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While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principals. Without genuine engagement and buy-in from school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. The framework of self-determination theory provides a path by which principals can catalyze attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes interviews with 21 principals. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices.

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These "choose your own adventure" case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

Rehabilitation services in education settings are evolving from pull-out interventions focused on remediation for children and youth with special education needs to inclusive whole-school tiered approaches focused on participation. A limited number of discipline-specific practice models for tiered services currently exist. However, there is a paucity of explanatory theory. This realist synthesis was conducted as a first step towards developing a middle-range explanatory theory of tiered rehabilitation services in education settings. The guiding research question was: "What are the outcomes of successful tiered approaches to rehabilitation services for children and youth in education settings, in what circumstances do these services best occur, and how and why?" An expert panel identified assumptions regarding tiered services. Relevant literature (n = 52) was located through a systematic literature review and was analysed in three stages. Several important contextual characteristics create optimal environments for implementing tiered approaches to rehabilitation services via three main mechanisms: (1) "collaborative relationships;" (2) "authentic service delivery;" and (3) "reciprocal capacity building." Positive outcomes were noted at student, parent, professional, and systems levels. This first-known realist synthesis regarding tiered approaches to rehabilitation services in education settings advances understanding of the contexts and mechanisms that support successful outcomes.

A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initial teacher education may provide the opportunity to prepare teachers to create classrooms and learning experiences that are safe, equitable, and meet students' needs. A mandatory mental health literacy course for second year teacher candidates in a Bachelor of Education program (n = 287) at a large Canadian university introduced TVIC concepts. A case study approach was used to illustrate both the challenges that students exposed to trauma and/or violence can experience, as well as strategies and knowledge that teachers can use to support these students. This program evaluation used a repeated measures design to survey both attitudes toward trauma informed care for teachers and self-efficacy for teaching using inclusive practices before and after the course. A significant effect of time on both measures revealed an increase in both participants' attitudes toward TVIC and their self-efficacy in using inclusive teaching practices. These findings provide support for the inclusion of these important topics for all teacher candidates. Implications for practice and policy are discussed.

The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.

Sixty-four Canadian educators from Southwestern Ontario took part in a 2-hr voluntary workshop about the emotional labor and consequences that may be experienced by educators. A focus on both burnout and teacher compassion fatigue (CF), an underresearched area with respect to Canadian educators, was taken. The current study hypothesized that this professional development would positively influence educators' knowledge, skills, and awareness regarding burnout, CF, and self-care; furthermore, it was predicted there would be a positive correlation between burnout and CF. Results supported the efficacy of professional development and partial support was detected for the relationship between burnout and CF. Implications and future research are discussed.

All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian pre-service teachers for teaching in inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 universities across Canada, and the data were subjected to content analysis. Several themes that emerged from the participant responses were found to be influential in pre-service teachers' feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, relationships with students, and other school adults as resources were also identified as themes influencing pre-service teachers' feelings of success and challenge in practica. The data revealed attitudes and beliefs about inclusion and the impact these may have on teacher efficacy. Several elements can positively influence teacher efficacy including the ability to identify and utilize instructional and personnel resources, the ability to form supportive professional relationships with other school adults, and the ability to recognize achievement as it pertains to the individual rather than prescribed norms. As beliefs about self-efficacy are informed by enactive mastery experiences, vicarious experiences, physiological factors, and verbal persuasion, teacher preparation programs can foster teacher efficacy by encouraging the development of positive attitudes and equipping teachers with the skills they need.

Teachers who show high teacher efficacy affect student achievement positively. Teaching is sometimes seen as an overwhelming profession because of classroom diversity and expectations placed on teachers. It is important to bring beginning teachers to the point at which they feel they are capable and will be more emotionally equipped to take on the stressors of the classroom. The current study focused on predicting pre-service teachers' efficacy for inclusive practice from variables found to be important in the literature: gender, inclusion-related beliefs, and experiences with individuals with disabilities. Participants consisted of 1,026 students completing the in-faculty component of their pre-service program in 9 faculties of education across Canada. They completed the Teacher Efficacy for Inclusive Practice survey and the Beliefs about Learning and Teaching Questionnaire. All teacher candidates appeared to benefit from experience with people with disabilities. General findings indicated more positive inclusive beliefs for women than men and for pre-service teachers in elementary than in secondary programs. Important differences emerged, however, concerning which beliefs contributed to each area of teacher efficacy for secondary as compared to elementary programs. Results are discussed in terms of issues to consider in initial teacher education programs.

The present study investigated the needs of adult education staff pertaining to adult students' mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants' concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education.

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.

In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issues of stigma related to learning and physical disabilities, while explaining disability to non-disabled readers and disabled readers, who identify with stories about children who are like them. The process of reading stories to and with children can act as a cultural-awareness indicator. This study of children's literature, and others like it, serve as an educational support for the inclusion of students with disabilities in inclusive classroom settings. Picture books can help to increase disability awareness in young people. [ABSTRACT FROM AUTHOR]

Background: There is growing interest in identifying changes in ways of practice associated with the growth of professional expertise. Research on highly experienced or expert teachers and therapists (i.e. occupational, physical and behavioural therapists) can provide insights into how they approach practice, providing guidance for new practitioners. Purpose: The objective was to compare and contrast children's mental health therapists' and elementary/secondary schoolteachers' perceptions of changes in perspectives and approaches related to the development of expertise. Sample: Nine children's mental health therapists and five teachers/principals took part. Design and methods: Using a nested sampling design, therapists and teachers/principals were selected based on years of experience and peer reputation, and participated in two separate focus groups. Similarities and differences between the practice groups were examined qualitatively, using cross-group analysis. Results: Common reported changes in perspective included the development of open, broad, flexible and relational perspectives. Changes in approach included a focus on children's needs/desires, psychosocial issues/outcomes and realistic goals. Conclusions: The findings indicated how expert practitioners viewed their practice as changing over time, contributing to a better understanding of the nature and development of expertise in children's service practitioners. The findings suggest the importance of paying attention to children's needs/desires, cultivating awareness of their motivation and psychosocial issues, and setting realistic goals. Practitioners linked these changes in perspective and approach to more positive life and learning outcomes for children, which may have implications for guiding the practice of more novice teachers and therapists.

Students who are excluded from the daily life of schools are at risk for mental illness. This is especially true for children with disabilities as they are marginalized by assumptions and beliefs about what they "cannot" do at school as opposed to what they can do. This article presents research literature on belonging, inclusion, and social and emotional learning as a backdrop to the call to school psychologists to reinvent their roles. Although this call has been issued, the practice of assessment for special education placement remains one of the top job demands. Rather than categorizing and labelling, psychologists can be a key supporter of classroom teachers in promoting successful academic, social, and emotional strategies to assist teachers in inclusive classrooms.

Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adulthood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of school participation from a roles perspective. Roles refer to clusters of meaningful activities that are expected of, and assumed by, individuals in various contexts of their lives. Fifteen teachers from Southern Ontario, Canada, were interviewed about the roles in which children participate in school and 24 students in grades 4 through 7 were observed in order to determine the roles in which they engaged. Overall, students with disabilities engaged in less positive roles (Challenged Learner; Victim; Bully), while students without disabilities engaged in more positive roles (Independent Learner; Nurturer; Friend). Ideas for improving participation through role identity and engagement are discussed. (Contains 1 table.)

The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educators' concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations.

Very little research exists surrounding the systematic investigation of what steps are being taken to assist students with special education needs as they move from elementary to secondary school. These students often have greater difficulty with the transition, and this challenge is heightened even more for those using such specialized accommodations as assistive technology (AT) to support their learning. The purpose of this investigation was to determine current practices that help or hinder students using AT as they transition from elementary to secondary school. Four students, their parents, and their elementary and secondary school teachers in Ontario, Canada, were interviewed to determine current school practices that either, in their experiences, helped or hindered students using AT as they transition from elementary to secondary school. The participants' responses to interview questions were categorized into four themes: environment, assessment, training, and advocacy practices. The four themes that emerged in this investigation align closely with Blackhurst's (2005) discussion of primary concerns to be addressed when using technology with students who have learning disabilities. The authors present recommendations for a smoother transition. (Contains 1 table.) [This research was supported by the Dominion of Canada General Insurance Company.]

The purpose of this study was to gain insight into the perspective of individuals with congenital disabilities about spirituality as a coping mechanism during crucial times in their lives, Qualitative analysis of interviews assessing turning points in the lives of 15 adults (6 women and 9 men; M = 37 years) with spina bifida, cerebral palsy, or attention deficit disorder was performed to determine how spirituality assisted them at these crucial times. Four recurring themes were identified: God as a guiding force, inner strength, meaning in life, and appropriateness of the use of spirituality in counseling, The authors discuss their findings and the use of spirituality in counseling adults with congenital disabilities.

The impact of four computer input devices (mouse, EZ ball, touch pad, touch screen) for 81 preschoolers (ranging from 34 to 78 months of age) and 43 early childhood educators (mean age was 29 years and 9 months) was examined. Participants played two computer games with 10 trials for each game followed by a survey assessing their preferences for the devices. Performance measures examined both accuracy and time to complete components of the game. Measures of motor and cognitive skill also were examined. Educators performed most effectively and efficiently when using the mouse and the EZ ball, but preferred the mouse. Children's performance varied across the devices, with the mouse and EZ ball yielding the most consistent success. In contrast to the educators, children identified the EZ ball as the easiest to use. Measures of motor skill and cognitive ability only were predictive of children's performance using the mouse.

The Oxford dictionary defines exceptionality as "forming an exception; very unusual; outstandingly good." A thesaurus provides the following synonyms: outstanding, excellent, brilliant, antonym of ordinary. In education and psychology textbooks and journals, however, it is often defined in ways that focus on limitations, with synonyms like disability, special needs, and "at risk." This article focuses on the issue of exceptionality as one that presents issues for the teacher in terms of meeting the learning needs of students.

Describes a study conducted at two Canadian universities that surveyed a cross-section of 361 faculty, graduate, and undergraduate students to assess computer availability, experience, attitudes toward computers, and use of computers while engaged in academic writing. Compares advantages and disadvantages of writing on a computer versus written, or hard, copy. (Author/LRW)

Early childhood educators were assigned to one of three instructional conditions to assess the impact of computer workshops on their level of computer anxiety, knowledge, and comfort with technology. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (Author)

A study involving 15 adults with disabilities found, generally, that their elementary school experiences were negative. Those with physical disabilities experienced social isolation and unchallenging academic environments. Those with invisible disabilities felt challenged to learn in their educational environment. Negative experiences were often ameliorated by someone in the education system. (Contains references.) (Author/CR)

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was maximized when supported by preunderlined ideas and specific "why" questions. Contains 19 references. (Author/SV)

This in-depth survey of 75 early-childhood-education directors examined the current status of computer use in early childhood education (ECE). Results suggest that training may be necessary to facilitate the introduction of computers in ECE environments. (Author/LRW)