This project uses narrative inquiry to uncover hidden attitudes and beliefs regarding disability. Narrative inquiry has been used to understand lived experiences, due to its ability to its ability to elicit implicit attitudes as compared to traditional forms of questionnaires and surveys. This pilot includes the development and launch of a web-based learning module for teachers and teacher candidates, as… Read more »
One of the enduring legacies of the Canadian Disability Participation Project will surely be the 8 principles of partnership and integrated knowledge translation recently published. Based on an exhaustive review of the international peer-reviewed literature, and on the advice of an expert panel (made up of academic researchers, funding agencies, and representatives from national and provincial organizations representing people with… Read more »
Effective policy advocacy depends on good-quality evidence developed by a dedicated cadre of scholars working collaboratively with disabled people and disability organizations. In recent years, twelve Disability Studies programs have emerged at post-secondary institutions in Canada – 5 Baccalaureate programs, 5 Masters’ programs, and 2 Doctoral programs. Of course there are other programs that offer disability-related courses and content, but… Read more »
In 2014-15, CDPA conducted research for the Ontario Ministry of Colleges, Training and Universities on the experience of disabled students in post-secondary education. The report provided a detailed analysis of policy governing access and supports for post-secondary education over the past 30 years. None of the legislation administered by the Ministry specifically mentions the situation of disabled students or the obligations… Read more »
Rarely are teacher associations a topic of investigation in inclusive education research, and yet they play a critical role in its implementation and efficacy. A study was conducted by members of the CDPA Education Team that explored the extent to which leaders of Canadian teacher associations were aware of inclusive education policy. Although every jurisdiction in Canada (federal and provincial)… Read more »
After 27 years, New Brunswick has an Inclusive Education policy in place. Dr. Gordon Porter, president of Inclusive Education Canada, and Community Lead for CDPA’s Education team, applied the findings of his extensive research to assist the government of New Brunswick in its development. The policy was unveiled by the Education and Early Childhood Development Minister Jody Carr in late September, 2013…. Read more »
A new report published by CDPA Education Team co-lead Dr Gordon Porter of Inclusive Education Canada/CACL and Angèla AuCoin of Université de Moncton will be influential in shaping inclusive education practices in New Brunswick in the coming years. In December 2010, New Brunswick’s Education and Early Childhood Development Minister Jody Carr announced that Porter and AuCoin would be engaged to facilitate a… Read more »
In June 2010 Dr. Wanda Lyons and Dr. Scott Thompson, researchers with the Canadian Disability Policy Alliance and members of the Faculty of Education at the University of Regina presented “Inclusive Education as a special education initiative: Is that part of the problem?” at the American Association of Intellectual and Developmental Disabilities Annual Conference in St. Paul, Minnesota. The presentation… Read more »
In September 2009 Dr. Scott Thompson, academic partner with the Canadian Disability Policy Alliance and member of the Faculty of Education at the University of Regina presented a “Review of the Literature on Education and Disability” at the first Canadian Disability Policy Alliance Meeting in Toronto. The preliminary review co-produced with Dr. Wanda Lyons (Faculty of Education) and Dr Vianne Timmons (President)… Read more »
