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Math Interventions for Students with Autism Spectrum DisorderAuthor(s): King, S., Lemons, C., and Davidson, K. (2016)
This summary was developed by the E-Best team at the Hamilton Wentworth District School Board. This and other Research in Brief (RIB) summaries can be found at: http://www.hwdsb.on.ca/about/research

ASD can have varying effects on cognitive functioning. Those with high‐functioning ASD may not have difficulty with mathematics and numeracy, but can experience challenges in...

Viewed 635 times.
Promoting Curriculum Access in Children and Youth with Reading DisabiliitesAuthor(s): Martinussen, R.
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

Viewed 897 times.
Inclusion in French ClassroomsAuthor(s): Arnett, K. (2008)
This study endeavored to describe the ways in which a Grade 8 Core French teacher sought to support the diverse learning needs in one of her classes. Using classroom observations guided by an observation scheme and a series of teacher interviews, the study was able to describe the practices and principles which were featured in her teaching that existed
for the purpose of scaffolding support for her students.

Viewed 777 times.
Supporting Students with Developmental Coordination Disorder (DCD): An Intervention ModelAuthor(s): Missiuna, C., Pollock, N., Campbell, W. N., Bennett, S., Hecimovich, C., Gaines, R., DeCola, C., Cairney, J., Russell, D and Molinaro, E. (2012)
Many students in Ontario’s public schools receive occupational therapy services to meet a variety of needs. Often, this involves a qualified occupational therapist (OT) working one-on-one with a student within the school setting. Unfortunately, there are not enough OTs available to work with all of the students who need support, and students can wait between 1 to 2 years on a waitlist before receiving OT service (Deloitte & Touche, 2010).

Partnering for Change (P4C) is an innovative service delivery intervention model for students with Developmental Coordination Disorder (DCD).In the P4C intervention model, OTs work with classroom teachers and parents to build their capacity in supporting students’ occupational therapy needs. For example, OTs will coach parents and teachers to identify and implement strategies to improve students’ functioning at school.

Viewed 1,145 times.
Supporting Young People with Disabilities in their Transition to Adult Services: Developing Best PracticesAuthor(s): Stewart, D. (2009)
Transitioning from school and youth services to adult services can be a very challenging process for young people with disabilities and their families. This article reports on the Best Practice Project, a joint effort of the Ontario Ministry of Health and Long-term Care, the Ontario Neurotrauma Foundation, and the Ontario Children’s Rehabilitation
Network. Facilitated by a team of researchers, the project focused on establishing best practice guidelines for the process of transitioning from school and youth services to adult services for young people with physical and developmental disabilities in Ontario.

Viewed 1,228 times.
Public Perceptions of Inclusive Education and Students with Intellectual DisabilitiesAuthor(s): Burge, P., Ouellette-Kuntz, H., Hutchinson, N. and Box, H. (2008)
This study investigated public perceptions of the best education practices for students with intellectual disabilities. The potential obstacles and impacts of including students with intellectual disabilities in regular classrooms were also investigated.

Viewed 1,109 times.
Are Courses and Programs Offered Equitably to Students Across a School Board?Author(s): Parekh, G., Killoran, I. and Crawford, C. (2011)
This study investigated whether programs within the Toronto District School Board (TDSB) — such as French immersion, Special Education, the Ontario Youth Apprenticeship Program (OYAP), and the Specialist High Skills Major Program (SHSMP) — were offered equitably to students in secondary schools throughout the TDSB.

Viewed 1,162 times.
Attitudes of Staff Working with People with Intellectual DisabilitiesAuthor(s): Jones, J., Ouellette-Kuntz, H., Vilela, T. & Brown, H. (2008)
This study investigated the attitudes of staff working in the field of Intellectual Disabilities. Specifically, this research explored whether staff working with people with Intellectual disabilities in a variety of community agencies supported a philosophy of inclusion. Furthermore, this research investigated whether or not differences in attitude about inclusion can be explained by demographic characteristics including: age, gender, and level of education.

Viewed 1,279 times.
Ensuring Students with Learning Disabilities Have Proper Documentation as they Transition into Post-secondary InstitutionsAuthor(s): Harrison, A.G., Nichols, E., Larochette, A. (2008)
The Ontario Human Rights Code (1990) guarantees students diagnosed with a learning disability (LD) the right to accommodations that meet their academic needs at the post-secondary level (College and University). Not all students, however, arrive equipped with the necessary documentation to guarantee this support. This study investigated the quality of documentation presented by students entering post-secondary institutions in support of their LD and, in so doing, exposes current practices for identifying students (declaring students Exceptional) at the elementary and secondary levels.

Viewed 1,231 times.
Is It Beneficial for Students with Disabilities to Participate in the IPRC Process?Author(s): Savaria, E. (2011)
This study investigated the extent to which young people with disabilities (in Ontario) participate in the process that results in their identification as an Exceptional student by an Individual Placement and Review Committee (IPRC), and how this participation impacts their self-concept.

Viewed 1,082 times.