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References

• Bell, A., Corfield, M., Davies, J., & Richardson, N. (2009). Collaborative transdisciplinary intervention in early years – putting theory into practice. Child: Care, health and development, 36(1), 142-148.
• Buysse, V., & Hollingsworth, H. L. (2009). Program Quality and Early Childhood Inclusion: Recommendations for Professional Development. Topics in Early Childhood Special Education, 29(2), 119-128.
• Buysse, V., & Wesley, P. W. (2004). A framework for understanding the consultation process: Stage-by-stage. Young Exceptional Children, 7(2), 2-9.
• Buysse, V. & Wesley, P. W. (2005). Consultation in Early Childhood Settings, p. 3-19. Baltimore, MD: Brookes Publishing.
• Darragh, J. (2007). Universal Design for early childhood education: Ensuring access and equity for all. Early Childhood Education Journal, 35, 167 – 171.
• Dinnebiel, L., Pretti-Frontczak, K., & McInernery, W. (2009). A consultative Approach to Service Delivery: Considerations for the Early Childhood Community. Language, Speech and Hearing Services in Schools, 40(4), 435-445.
• Jordan, A. Glenn, C. & McGhie-Richmond, D. (2010). The supporting effective teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26, 259-266.
• Jordan, A. & Stanovich, P. (2003). Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices. Journal of Research in Special Educational Needs, 3(1).
• Martin, J., Thompson, A., & Underwood, K. (2016, May). Inclusive Early Childhood Service System Project: Mapping Techniques for Resource Consultants. Poster session presented in the panel Inclusive Early Childhood Service System? at Social Sciences and Humanities Research Congress, Toronto, ON.
• McGhie-Richmond, D., Underwood, K. and Jordan, A. (2007) Acquisition of Effective teaching practices in elementary classrooms. Education Exceptionality Canada.
• McWilliam, R. A., Casey, A. M., & Sims, J. (2009). The routines‐based interview: A method for gathering information and assessing needs. Infants & Young Children, 22(3), 224-233.
• Meilleur, M., & Ontario. (2006). Accessibility for Ontarians with Disabilities Act, 2005 (AODA): 2006 annual report. Toronto: Ministry of Community and Social Services.
• Oliver, M. (1990). The Politics of Disablement. St Martin’s Press. NY: NY.
• Siwik, E. (2013). Early Childhood Educators' Perception of Their Training and Support Needs for Inclusive Education. Unpublished Master’s Research Paper, Toronto Metropolitan University.
• Thornton, C. & Underwood, K. (2012). Conceptualisations of disability and inclusion: Perspectives of educators of young children. Early Years, 1-15.
• Tregaskis, C (2004). Social Model Theory: The Story so Far. Disability & Society, (17) 4, 457– 470.
• Underwood, K. (IN SUBMISSION, 2017). A Systems Understanding of inclusive childhoods:
• The Inclusive Early Childhood Service System project (IECSS). D. Jahr & Robert
• Kruschel (Eds.) Inclusion in Canada – Perspectives on Cultures, Structures and Practices.

Additional Resources

• (PDF) Effective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide (2007).
• (PDF) Ministry of Education, Policy/Program Memorandum No. 140. Incorporating methods of applied behaviour analysis (ABA) into programs for student with autism spectrum disorders
• Ontario Ministry of children and Youth Services, Programs and services for children with autism: Ontario Autism Program
• Accessibility for Ontarians with Disabilities Act (AODA) Act, 2005, S.O. 2005, c. 11, https://www.ontario.ca/laws/statute/05a11 Ontario Regulation. 191/1 (2005). Integrated Accessibility Standards, last amended 2016, s.5, c.1
• Ontario Human Rights Commission (2016)
• David Lepofsky on Twitter
• AODA Alliance Website
• AODA Alliance on Twitter
• Toronto District School Board - Special education advisory committee
• (PDF) Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017). (includes IEP and IPRC policy and legislation)
• The Agenda (2016). David Lepofsky guest interview.
• Ontario Ministry of Education (2014). How Does Learning Happen?
• Tangled Art + Disability
• Bodies in Translation: Activist Art, Technology, and Access to Life
• (PDF) Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017). (includes IEP and IPRC policy and legislation)
• (PDF) World Health Organization (WHO, 2012). Early Childhood Development and Disability: A Discussion Paper.
• Enacting Autism and Inclusion
• Deaf Culture Centre: Canadian Cultural Society of the Deaf Inc.
• World Federation of the Deaf
• The Art of Autism
• The autism crisis: science and ethics in the era of autism politics. Elizabeth Svoboda’s autism culture movement: A letter (April 27, 2009)
• The autism crisis: science and ethics in the era of autism politics: Erin Anderssen does not take autism seriously (November 03, 2007)
• Teachers code of ethics
• (PDF) RECE code of ethics
• Jordan’s principle
• Further information on the Truth and Reconciliation Commission
• 'F-words' for Youth and Young Adults with Disabilities Video
• F-words in Childhood Disability?

Dr. Kathryn Underwood, PhD
Associate Professor, School of Early Childhood Studies, Faculty of Community Services, Toronto Metropolitan University

Laura Feltham, MA
Curriculum Design Assistant, School of Early Childhood Studies, Faculty of Community Services, Toronto Metropolitan University