Interprofessional Research on the Inclusion of Young Children with Developmental Disabilities as they Transition from Preschool to Elementary School

Authors

  • Michelle Villeneuve Queen's University
  • Celine Chatenoud Université du Québec à Montréal
  • Patricia Minnes Queen’s University
  • Adrienne Perry York University
  • Nancy L. Hutchinson Faculty of Education, Queen's University
  • Elaine B. Frankel Ryerson University
  • Alvin Loh Surrey Place Centre, Toronto, ON
  • Carmen Dionne Université du Québec à Trois-Rivières
  • Jonathan Weiss York University
  • Joan Versnel Dalhousie University
  • Barry Issacs Surrey Place Centre, Toronto, ON

Abstract

This paper is submitted in response to the call for papers on inclusion. Despite recognition of the importance of parent and interprofessional collaboration to enable meaningful inclusion outcomes for young children with developmental disabilities in education contexts, limited research has investigated  how parents, educators and healthcare providers actually collaborate to support inclusion goals. Moreover, research has not examined inclusion from the diverse perspectives of stakeholders across early childhood, healthcare, and education sectors. This paper describes the work of HELPS Inc, a Canadian research project describing Health, Education, and Learning Partnerships Promoting Social Inclusion of young children with developmental disabilities.

Author Biography

Michelle Villeneuve, Queen's University

Associate Professor, School of Rehabilitation Therapy

 

Published

2013-03-04

How to Cite

Villeneuve, M., Chatenoud, C., Minnes, P., Perry, A., Hutchinson, N. L., Frankel, E. B., Loh, A., Dionne, C., Weiss, J., Versnel, J., & Issacs, B. (2013). Interprofessional Research on the Inclusion of Young Children with Developmental Disabilities as they Transition from Preschool to Elementary School. Canadian Journal of Education/Revue Canadienne De l’éducation, 36(1), 4–43. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1161

Issue

Section

Articles