Articles
| Interprofessional Research on the Inclusion of Young Children with Developmental Disabilities as they Transition from Preschool to Elementary School | |
| Michelle Villeneuve, Celine Chatenoud, Patricia Minnes, Adrienne Perry, Nancy L. Hutchinson, Elaine B. Frankel, Alvin Loh, Carmen Dionne, Jonathan Weiss, Joan Versnel, Barry Issacs | 4-43 |
| E-inclusion in Early French Immersion Classrooms: Using Technologies to Support Inclusive Practices That Meet the Needs of All Learners | |
| Martine Pellerin | 44-70 |
| Enhancing Understanding of the Nature of Supportive School-based Relationships for Youth who have Experienced Trauma | |
| Jennifer Dods | 71-95 |
| High School Students with Intellectual Disabilities in the School and Workplace: Multiple Perspectives on Inclusion | |
| Sheila Bennett, Tiffany Gallagher | 96-124 |
| Lessons for Inclusion: Classroom experiences of students with mild and moderate hearing loss. | |
| CJ Dalton | 125-152 |
| THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION | |
| Jennifer Natana Katz | 153-194 |
| Teacher perspectives on inclusive education in rural Alberta, Canada | |
| Donna McGhie-Richmond, Angela Irvine, Tim Loreman, Judy Lupart | 195-239 |
| Supporting Teachers to Work with Children with Exceptionalities | |
| Isabel Killoran, Hayley Zaretsky, Anne Jordan, Deidre Smith, Carson Allard, James Moloney | 240-270 |
| “Reaching Every Student” with a Pyramid of Intervention Approach: One District’s Journey | |
| Kathy Howery | 271-304 |
| TOWARD AN INTERDISCIPLINARY FRAMEWORK FOR EDUCATIONAL INCLUSIVITY | |
| Christopher DeLuca | 305-348 |
| Les enseignant-e-s de soutien en Italie: leur formation aux méthodes et philosophies inclusives | PDF [FRENCH] |
| Ottavia Albanese, Michelle Pieri | 349-374 |
| Le cas de Benoît ou l’exploitation de l’étude de cas pour le développement d’un agir professionnel inclusif auprès des jeunes ayant des troubles d’apprentissage | PDF [FRENCH] |
| Nadia Rousseau | 405-435 |
Book Reviews//Comptes Rendus
| Exploring Inclusive Educational Practices Through Professional Inquiry | |
| Anne Hill | 436-438 |
| The irregular school: Exclusion, schooling and inclusive education | |
| Tim Loreman | 439-441 |