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Inclusive education policy: what the leadership of Canadian teacher associations has to say about itFootnote
† A version of this paper was presented at International Association for the Scientific Study of Intellectual Disability (July 2012), Halifax, Nova Scotia, Canada.

S. Anthony ThompsonFaculty of Education, University of Regina, 3737 Wascana Parkway, Regina, Saskatchewan, CanadaS4S 0A2Correspondence[email protected]
[email protected]

Wanda LyonsFaculty of Education, University of Regina, 3737 Wascana Parkway, Regina, Saskatchewan, CanadaS4S 0A2

Vianne TimmonsFaculty of Education, University of Regina, 3737 Wascana Parkway, Regina, Saskatchewan, CanadaS4S 0A2

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Jessica Whitley, Amy Klan & Bianca D’Agostino. (2020) Narratives of funding related to inclusive education: Canadian news media from 2014 to 2019. International Journal of Inclusive Education 0:0, pages 1-19.
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Hayley J. Morrison & Douglas Gleddie. (2019) Playing on the Same Team: Collaboration between Teachers and Educational Assistants for Inclusive Physical Education. Journal of Physical Education, Recreation & Dance 90:8, pages 34-41.
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Pennee Kantavong. (2018) Understanding inclusive education practices in schools under local government jurisdiction: a study of Khon Kaen Municipality in Thailand. International Journal of Inclusive Education 22:7, pages 767-786.
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Kyriaki Messiou. (2017) Research in the field of inclusive education: time for a rethink?. International Journal of Inclusive Education 21:2, pages 146-159.
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Michelle R. Zitomer. (2016) ‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education. Research in Dance Education 17:3, pages 218-234.
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Wanda E. Lyons, S. Anthony Thompson & Vianne Timmons. (2016) ‘We are inclusive. We are a team. Let's just do it’: commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education 20:8, pages 889-907.
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Umesh Sharma, Tim Loreman & Setareki Macanawai. (2016) Factors contributing to the implementation of inclusive education in Pacific Island countries. International Journal of Inclusive Education 20:4, pages 397-412.
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Chandra Lebenhagen. (2022) Autistic Students’ Views on Meaningful Inclusion: A Canadian Perspective. Journal of Education, pages 002205742211013.
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Tithi Paul, Briano Di Rezze, Peter Rosenbaum, Peter Cahill, Annie Jiang, Eileen Kim & Wenonah Campbell. (2022) Perspectives of Children and Youth With Disabilities and Special Needs Regarding Their Experiences in Inclusive Education: A Meta-Aggregative Review. Frontiers in Education 7.
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Michelle Phoenix, Leah Dix, Cindy DeCola, Isabel Eisen & Wenonah Campbell. (2021) Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study. Child: Care, Health and Development 47:3, pages 367-376.
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Vanessa Tomas, Andrea Cross & Wenonah N. Campbell. (2018) Building Bridges Between Education and Health Care in Canada: How the ICF and Universal Design for Learning Frameworks Mutually Support Inclusion of Children With Special Needs in School Settings. Frontiers in Education 3.
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Laura Sokal & Jennifer Katz. (2015) Oh, C anada: bridges and barriers to inclusion in C anadian schools . Support for Learning 30:1, pages 42-54.
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Inclusive education policy: what the leadership of Canadian teacher associations has to say about itFootnote
† A version of this paper was presented at International Association for the Scientific Study of Intellectual Disability (July 2012), Halifax, Nova Scotia, Canada.

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Inclusive education policy: what the leadership of Canadian teacher associations has to say about itFootnote† A version of this paper was presented at International Association for the Scientific Study of Intellectual Disability (July 2012), Halifax, Nova Scotia, Canada.

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Inclusive education policy: what the leadership of Canadian teacher associations has to say about itFootnote
† A version of this paper was presented at International Association for the Scientific Study of Intellectual Disability (July 2012), Halifax, Nova Scotia, Canada.