Supporting children with disabilities at school: implications for the advocate role in professional practice and education

Stella L. NgCentre for Faculty Development, St. Michael's Hospital, Toronto, Canada, ;Centre for Ambulatory Care Education, Women's College Hospital, Toronto, Canada, ;Department of Speech-Language Pathology, University of Toronto, Toronto, Canada, Correspondence[email protected]

Lorelei LingardCentre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada, ;Department of Medicine, Schulich School of Medicine & Dentistry, Western University, London, Canada,

Kathryn HibbertCentre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada, ;Faculty of Education, Western University, London, Canada,

Sandra ReganArthur Labatt Family School of Nursing, Faculty of Health Sciences, Western University, London, Canada,

Shanon PhelanDepartment of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada,

Rosamund StookeFaculty of Education, Western University, London, Canada,

Christine MestonCentre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada, ;Health & Rehabilitation Sciences, Faculty of Health Sciences, Western University, London, Canada,

Catherine SchryerDepartment of Professional Communication, Ryerson University, Toronto, Canada, and

Madhushani ManamperiAutism and Behavioural Sciences, George Brown College, Toronto, Canada

Farah FriesenCentre for Faculty Development, St. Michael's Hospital, Toronto, Canada,

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Supporting children with disabilities at school: implications for the advocate role in professional practice and education

Table 1. Participant overview.

Table 2. Observed proxy representations at school meetings.

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Supporting children with disabilities at school: implications for the advocate role in professional practice and education

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Table 1. Participant overview.

Table 2. Observed proxy representations at school meetings.

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