Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Sherfinski, M.
(2025). Microaggressions and the Complexities of Smartness in Kindergarten.
Journal of Research in Childhood Education, 39(1), 1-21.
Cychosz, M., Edwards, J. R., Munson, B., Romeo, R., Kosie, J. et Newman, R. S.
(2025). The everyday speech environments of preschoolers with and without cochlear implants.
Journal of Child Language, 52(2), 377-398.
de Kadt, J., Jeyam, A., Muuo, S., Okello, G., Jolley, E. et Schmidt, E.
(2025). Developmental scores and prevalence of functional difficulty among preschool children in Kenya.
Child: Care, Health and Development, 51(2), article e70037.
Mejia-Cardenas, C., Rivard, M. et Mestari, Z.
(2025). The Inclusion of Children with Autism in Day Care Centers: Staff Perceptions, Attitudes, and Knowledge.
Early Childhood Education Journal, 53(4), 947-958.
Miller, A., Hegde, A. V., Jung Yeh, C. et Ballard, S. M.
(2025). Pre-kindergarten teachers’ perceived preparedness to support children with asthma, cancer, and diabetes in the classroom.
Journal of Early Childhood Teacher Education, 46(1), 43-65.
Oppenheim, D., Mottes-Peleg, M., Hamburger, L., Slonim, M., Maccabi, Y. et Yirmiya, N.
(2025). The social skills of autistic boys in preschool: The contributions of their dyadic and triadic interactions with their parents.
Journal of Child Psychology and Psychiatry, 66(3), 322-332.
Raulston, T. J., Ousley, C.L. et Gilhuber, C.
(2025). A scoping review of playdate literature with children on the autism spectrum.
Early Childhood Education Journal, 53(2), 615-628.
Sawyer, G. E., Sheikh, M. Y. et Hardy, J. K.
(2025). Inclusion of infants and toddlers: Perspectives from childcare providers.
Early Childhood Education Journal, 53(3), 935-946.
Stoffers, M., Slicker, G. et Ain, J.
(2025). Factors affecting enrollment of children with disabilities in child care and early education programs: A mixed methods study of Arkansas center-based programs.
Early Childhood Research Quarterly, 70(1^er quartier), 381-392.
Xu, Z., Xu, L., Chen, J. et Wang, C.
(2025). Impact of Perceived Organizational Support on Early Childhood Teachers’ Career Success in an Inclusive Education Context.
Early Childhood Education Journal, 53(4), 1281-1289.
Carlon, S., Zanuttini, J. Z., Kemp, C. et Gavidia-Payne, S.
(2025). Advertised Australian Early Childhood Intervention Role Descriptions - Are They Reflective of Best Practice and Are the Skills, Knowledge, and Experience Sought by Employers Suitable?
Infants & Young Children, 38(2), 87-106.
Meadows, K., Rine, K. et Bowen, S.K.
(2025). Preschool Teachers’ Knowledge, Understanding, and Beliefs Regarding Children with Speech Sound Disorders and Inclusion in the General Education Setting.
Early Childhood Education Journal, 53(5), 1769-1780.
Corr, C.
(2025). Research to Practice in Trauma and Trauma-Informed Care in Early Childhood Special Education.
Topics in Early childhood Special Education, 45(1), numéro thématique.
Gouvernement des Territoires du Nord-Ouest.
(2025). Réponse du gouvernement à l’Examen des pratiques d’éducation inclusive dans les garderies éducatives des Territoires du Nord-Ouest.
Kyarkanaye, T., Dada, S. et Samuels, A.
(2025). Collaboration in early childhood intervention services - professional perspectives.
Infants & Young Children, 38(3), 224-240.
Mahurin-Smith, J. et Lorio, C.
(2025). Transition Class: A Bridge from Early Intervention to Early Childhood Special Education.
Education 3-13, 53(5), 845-852.
Pesonen, H. V., Äikäs, A., Viljamaa, E., Heiskanen, N., Syrjämäki, M. et Kärnä, E.
(2025). Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care.
Contemporary Issues in Early Childhood, 26(2), 240-257.
Wong, J. M. S., Tong, V. S. Y. et Chan, S. C. M.
(2025). Beyond constraints: interpreting voices to reframe preparation of teachers for inclusive kindergarten classrooms.
International Journal of Early Years Education, 33(2), 392-410.
Costanzo, M. A. et Magnuson, K.
(2024). Childcare access for families raising children with disabilities.
Children and Youth Services Review, 156, article 107377.
Honda, H., Sasayama, D., Niimi, T., Shimizu, A., Toibana, Y., Kuge, R., Takagi, H., Nakajima, A., Sakatsume, R., Takahashi, M., Heda, T., Nitto, Y., Tsukada, S. et Nishigaki, A.
(2024). Awareness of children's developmental problems and sharing of concerns with parents by preschool teachers and childcare workers: The Japanese context.
Child: Care, Health and Development, 50(1), article e13153.
Seven, Y., Irvin, D. W., Kothalkar, P. V., Dutta, S., Buzhardt, J. F., Rous, B. et Hansen, J. H. L.
(2024). Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system.
Early Childhood Research Quarterly, 66(1er quartier), 168-177.
Dennis, L. R., Farquharson, K., Reed, A., Summy, R., Westmoreland, J. et Clark, K.
(2024). The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays.
Topics in Early Childhood Special Education, 43(4), 249-264.
Pereira, B. A., Hamsho, N., Susilo, A., Famolare, G. M., Blacher, J. et Eisenhower, A.
(2024). Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.
School Psychology, 39(1), 61-71.
Rispoli, K. M., Norman, M. Z. et Nelson, S. R.
(2024). Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability.
Topics in Early Childhood Special Education, 43(4), 320-332.
Sands, M. M. et Meadan, H.
(2024). Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences.
Topics in Early Childhood Special Education, 43(4), 265-277.
Gee, K. A., Gottfried, M. A., Freeman, J. A. et Kim, P.
(2024). Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach.
Early Childhood Research Quarterly, 67(2^e quartier), 295-306.
Petrescu, M. C. et Helms-Park, R.
(2024). Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion.
Journal of Early Childhood Literacy, 24(1), 20-43.
Sheehy, K., Budiyanto, Widayati, S. et Rofiah, K.
(2024). Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books.
Journal of Early Childhood Research, 22(1), 47-59.
Shepley, C., Graley, D. et Lane, J.
(2024). Preparing preschool educators to monitor child progress - A best-evidence synthesis and call to action.
Infants & Young Children, 37(1), 20-35.
Steed, E. A., Strain, P. S., Rausch, A., Hodges, A. et Bold, E.
(2024). Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study.
Early Childhood Education Journal, 52(3), 527-536.
Amsbary, J., Yang, HW., Sam, A., Lim, C.-I. et Vinh, M.
(2024). Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood.
Early Childhood Education Journal, 52(4), 705-723.
Slavković, S., Pavić, S. et Golubović, Š.
(2024). The Importance of Assessing the Pre-school Children’s Participation at Home, Preschool and Community Setting.
Child Care in Practice, 30(2), 130-140.
Bo, R., Mosso, C. O., Pascal, D., Sacchetto, A. et Joselin, L.
(2024). Soutenir la scolarisation inclusive à l’école maternelle en Italie : l’attention portée aux relations avec les pairs.
La Nouvelle Revue -Éducation et Société Inclusives, 1-2(98-99), 47-66.
Dahlberg, A., Levin, A. et Fäldt, A.
(2024). A higher proportion of children aged 4 years were referred to speech and language therapists after the introduction of a new language screening tool.
Acta Paediatrica, 113(6), 1340-1345.
Dayan, C., Joselin, L., Gabriel, É., Carmo-Huerta, V., Paul, O. et Zaouche-Gaudron, C.
(2024). Relations avec les pairs chez de jeunes enfants en situation de handicap scolarisés en classe de maternelle.
La nouvelle revue – Éducation et société inclusives, 1-2(98-99), 29-46.
Gupta, S. S. et Nagasawa, M.
(2024). WeDesign: Conceptualizing a process that invites young children to codesign inclusive learning spaces.
Contemporary Issues in Early Childhood, 25(2), 276-280.
Heydon, R., Akiwenzie, E., Cooper, E., Ghannoum, H., Havord-Wier, D., Johns, B., MacAlpine, K.-A., McKee, L., Nagle, J., Neeganagwedgin, E., Potts, D. P., Poczobut, S., Coelho, C. R., Stooke, A., Tran, A. et Zhang, Z.
(2024). Guidelines for virtual early childhood and family learning: An equity, diversity, inclusion, and decolonization-informed systematic review of the literature.
Journal of Early Childhood Research, 22(2), 180-194.
Homerin, N. et Dodds, R. L.
(2024). The transition from early intervention to preschool for children with multiple disabilities: a narrative review.
Early Child Development and Care, 194(3), 350-365.
Kim, S., Choi, Y.-J., Kang, V., Jing, W., Kim, N. et Kim, K.-M.
(2024). Validation of the Inclusion Scale - Early Childhood Educators' Perceptions and Attitudes Toward Inclusion in South Korea.
Infants & Young Children, 37(2), 142-153.
Layden, S. J., Coleman, H., Gansle, K. A. et Amsbary, J.
(2024). Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions.
Topics in Early Childhood Special Education, 44(1), 58-70.
Lian, X., Wang, Z., Gan, S. K.-E., Pan, H. et Gao, H.
(2024). A pilot study of using picture books to improve the social skills of children in the autism spectrum disorder.
Journal of Educational and developmental Psychology, 14(1), 119-134.
Maes, P., Weyland, M. et Kissine, M.
(2024). Structure and acoustics of the speech of verbal autistic preschoolers.
Journal of Child Language, 51(3), 509-525.
Miranda, S. I. et Cruz-Santos, A.
(2024). Language assessment of preschool and school-age children at risk for language disorders in residential care setting.
European Journal of Education Studies, 11(5), 241-259.
Nah, Y. H. et Tan, P. S.-P.
(2024). The Effect of Labels on Preschool Teachers’ Perception Towards Strengths and Difficulties in Autistic Students.
International Journal of Early Childhood, 56(1), 79-97.
Pratte, G., Trottier, N., Couture, M., Beaudoin, A. J. et Camden, C.
(2024). Proposed framework and knowledge synthesis of services delivered by specialized professionals in childcare settings: A scoping review.
Child: Care, Health and Development, 50(4), article e13282.
Robertson, Z.S. et Jaswal, V. K.
(2024). Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability.
Cognitive Development, 70, article 101435.
Siller, M., Landa, R., Vivanti, G., Ingersoll, B., Jobin, A., Murphy, M., Pellecchia, M., Boyd, B., D’Agostino, S., Zierhut Ursu, C., Stapel-Wax, J., Fuhrmeister, S. et Morgan, L.
(2024). Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education.
Topics in Early Childhood Special Education, 44(1), 45-57.
Sønsthagen, A. G.
(2024). The learning early childhood education and care institution as an inclusion arena.
European Early Childhood Education Research Journal, 32(3), 357-370.
Stevens, E. K., Aziz, S., Wuensch, K. L. et Walcott, C.
(2024). Caregivers of Children with Special Healthcare Needs: A Quantitative Examination of Work-Family Culture, Caregiver Burden, and Work-Life Balance.
Journal of Child and Family Studies, 33(5), 1365-1377.
Thompson, K., Choi, E., Artis, J., Dubay, M., Baranek, G. T. et Watson, L. R.
(2024). An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism.
Journal of Child Language, 51(3), 681-709.
Tsamitrou, S., Pereira, S. R., Briet, G., Le Sourn-Bissaoui, S. et Plumet, M.-H.
(2024). Les relations d’enfants avec TSA avec leurs pairs à l’école maternelle : analyse de la littérature et observations systématiques en dispositifs inclusifs.
La Nouvelle Revue – Éducation et Société Inclusives, 1-2(98-99), 83-100.
Wahman, C. L., Steed, E. A., Houston, K., Daniel, J., Williams, B. J. et Esterer, M.
(2024). Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion.
Early Childhood Research Quarterly, 68(3^e quartier), 214-224.
Walton, K. M., Borowy, A. R., Fecher, M. L. et Wagner, L.
(2024). Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities.
Cognitive Development, 70, article 101449.
Watson, K. et Newman, L.
(2024). Children’s voices: Inclusive early childhood placemaking with children.
Journal of Early Childhood Research, 22(2), 258-271.
Szocik, K., O’Brien, K. M., Nagro, S. A. et Gerry, M. A.
(2024). Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review.
Topics in Early Childhood Special Education, 44(2), 152-166.
Alsarawi, A. A. et Murry, F. R.
(2024). Inclusive playgrounds: Caregiver perceptions of accessibility and use.
Children and Youth Services Review, 164, article 107861.
Barmak, E., Aysu, B., Aydoğdu, F., Aral, N. et Uysal, H. T.
(2024). Investigation of play skills of children with typical development and language and speech disorders according to demographic variables.
European Early Childhood Education Research Journal, 32(4), 672-686.
Blom, E., Yazıcı, G., Boerma, T. et van Witteloostuijn, M.
(2024). A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder.
Cognitive Development, 71, article 101481.
Ceballos, N., Saiz-Linares, Á. et Susinos, T.
(2024). A participatory and inclusive 2-year-old infant classroom.
Journal of Early Childhood Research, 22(3), 359-380.
Çelik, S. et Tomris, G.
(2024). “A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education.
Children and Youth Services Review, 163, article 107700.
Fedewa, M., Watkins, L., Barber, A. et Baggett, J.
(2024). Supporting Social Play of Preschoolers With and Without Autism: A Collaborative Approach for Special Educators and Speech Language Pathologists.
Early Childhood Education Journal, 52(6), 1023-1033.
Gaspar, C. et Jahromi, L.
(2024). Parent perspectives of early childhood special education transition - a systematic review.
Infants & Young Children, 37(3), 193-215.
Green, C. C., Bent, C. A., Smith, J., Chetcuti, L., Uljarević, Pye, K., Toscano, G., Hudry, K. et The Victorian ASELCC Team.
(2024). An Evaluation of Child and Parent Outcomes Following Community-Based Early Intervention with Randomised Parent-Mediated Intervention for Autistic Pre-Schoolers.
Child Youth Care Forum, 53(5), 1213-1233.
Stratti, P.
(2024). Preschool pedagogy and teaching practices in the inclusive classrooms: A research study according to the curriculum program in Greece.
European Journal of Education Studies, 11(10), 144-160.
Al-Hassan, O. M., Al-Hassan, M. M., Almakanin, H., Al-Rousan, A. et Al-Barakat, A. A.
(2024). Inclusion of children with disabilities in primary schools and kindergartens in Jordan.
Education 3-13, 52(8), 1089-1102.
André, A. et Bedoin, D.
(2024). Quand l’inclusion inversée tend à bousculer la forme scolaire en école maternelle.
Recherches en éducation, 56, 61-75.
Butterworth, L., Rakap, S. et Gülboy, E.
(2024). A systematic review of studies investigating quality of inclusive preschool classrooms.
Journal of Childhood, Education & Society, 5(3), 386-406.
Gerlach, A., Newbury, J. et Berggren, T.
(2024). Experiences of Unbelonging and Ableism in the Early Learning and Childcare Sector in British Columbia.
Journal of Childhood Studies, 49(3), 46-65.
Gustafsson, B. M. et Sund Levander, M.
(2024). Preschool teachers' assessments of behavioural problems, impact on daily life, and engagement in children with neurodevelopmental symptoms: A Swedish comparative, intervention study.
European Journal of Education, 59, article e12683.
Hanline, M. F., Eldridge, J. N. et Robbins, A.
(2024). Meta-Synthesis of Qualitative Studies: Inclusion in the Early Childhood Years.
Infants & Young Children, 37(4), 294-315.
Hardy, J. K. et Terol, A. K.
(2024). Preschool Teachers’ Perceived Efficacy Providing Mathematics Instruction to Young Children With and Without Disabilities: A Survey Study.
Topics in Early Childhood Special Education, 44(3), 175-184.
Harrison, A.J., Bhimani, S.K., Allen, F.E., Lieberman-Betz, R. et Neuharth-Pritchett, S.
(2024). Identifying Factors Related to Successful Enrollment in Early Intervention and Early Childhood Special Education.
Early Childhood Education Journal, 52(8),2039-2051.
Kim, S., Kim, N., Kim, K.-M. et Kang, V. Y.
(2024). “It Is Natural for Children With and Without Disabilities to Get Along Together”: Early Childhood Teachers’ Experiences With Inclusion in South Korea.
Infants & Young Children, 37(4), 351-367.
Landwehrmann, T., Paulus, M. et Christner, N.
(2024). Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities.
Cognitive Development, 72, article 101510.
Lersilp, S., Putthinoi, S. et Chaimaha, N.
(2024). Learning Environments of Preschool Children Who Have Different Learning Styles and Sensory Behaviors.
Child Care in Practice, 30(4), 482-501.
Maftei, A. et Gherguţ, A.
(2024). Using Toys as Potential Inclusive Educational Means: A Longitudinal Approach Involving Children, Parents, and Teachers.
Early Childhood Education Journal, 52(8), 1945-1961.
Mossberg, F., Lundqvist, J. et Sund, L.
(2024). An international scoping review focused on gifted and talented children: Early identification and inclusive education.
Journal of Childhood, Education & Society, 5(3), 407-423.
Rudrabhatla, A., Morgan, L. et Siller, M.
(2024). Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns.
Topics in Early Childhood Special Education, 44(3), 206-216.
Stayton, V. D., Kilgo, J., Horn, E., Kemp, P. et Bruder, M. B.
(2024). Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future.
Topics in Early Childhood Special Education, 44(3), 195-205.
Then, D. et Pohlmann-Rother, S.
(2024). Parent-Teacher Meetings in the Context of Inclusion: Preschool Teachers and Parents of Children with Disabilities in Counseling Situations.
Early Childhood Education Journal, 52(8), 1815-1826.
Tuna, D. M. et Diken, I. H.
(2024). The naturalistic teaching process as an inclusive practice: Preschool teachers’ perspectives.
Journal of Childhood, Education & Society, 5(3), 329-341.
Al-Zboon, E. et Al-Dababneh, K. A.
(2023). Using assistive technology in a curriculum for preschool children with developmental disabilities in Jordan.
Education 3-13, 51(1), 55-71.
Cheung, W.C., Ostrosky, M.M., Favazza, P.C., Stalega, M. et Yang., H.-W.
(2023). Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms.
Early Childhood Education Journal, 51(3), 361-370.
Karlsudd, P.
(2023). Agree or disagree? A comparison of the staff’s and parents’ perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.
Early Child Development and Care, 193(4), 559-573.
Kesäläinen, J., Suhonen, E., Alijoki, A. et Sajaniemi, N.
(2023). The interrelation between children’s play behaviour, temperament, and special educational needs (SEN) in early childhood special education (ECSE).
Early Child Development and Care, 193(2), 247-261.
Knoche, L. L., Boise, C. E., Sheridan, S. M. et Cheng, K. C.
(2023). Promoting Expressive Language Skills for Preschool Children with Developmental Concerns Effects of a Parent-Educator Partnership Intervention.
The Elementary School Journal, 123(4), 513-537.
Schladant, M., Ocasio-Stoutenburg, L., Nunez, C., Dowling, M., Shearer, R., Bailey, J., Garilli, A. et Natale, R.
(2023). Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy.
Journal of Early Childhood Teacher Education, 44(2), 147-166.
Vail, C. O. et Kilgo, J.
(2023). The impact of DEC’s EI/ECSE standards on high-quality personnel preparation and inclusive services.
Journal of Early Childhood Teacher Education, 44(2), 143-146.
Adam, H., Barblett, L., Kirk, G. et Boutte, G. S.
(2023). (Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing.
Contemporary Issues in Early Childhood, 24(2), 189-207.
Ahlström, S. W., Almqvist, L., Janeslätt, G., Gustavsson, C. et Harder, M.
(2023). The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6 years of age.
Child: Care, Health and Development, 49(6), 1096-1103.
Callaway-Cole, L. et Drescher, T.
(2023). Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs.
Journal of Early Childhood Teacher Education,44(4), 628-641.
Catalano, C., Fives, H. et Barnes, N.
(2023). Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms.
Journal of Early Childhood Teacher Education, 44(3), 598-621.
Chrétien-Vincent, M., Grandisson, M., Desmarais, C. et Milot, E.
(2023). Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators.
Journal of Early Childhood Teacher Education, 44(4), 1002-1023.
Danniels, E. et Pyle, A.
(2023). Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers.
Early Childhood Education Journal, 51, 1169-1179.
Danniels, E. et Pyle, A.
(2023). Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities.
Journal of Early Childhood Research, 21(3), 288-302.
Ingelin, B. L., Intepe-Tingir, S. et Hammons, N. C.
(2023). Increasing the Number Sense Understanding of Preschool Students With ASD.
Topics in Early Childhood Special Education, 43(2), 116-128.
Jellinek, E., Keller-Margulis, M., Mire, S. S. et Fan, W.
(2023). Pre-service Teachers’ Perspectives on Transition to Kindergarten Practices for Autistic Children.
Early Childhood Education Journal, 51, 1205-1214.
Kimathi, E. et Nilsen, A. C. E.
(2023). Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration.
Contemporary Issues in Early Childhood, 24(4), 425-437.
Lieb, J., Classen, A., Wright, L. et Filce, H.
(2023). Family experiences of engagement in inclusive childcare programs for toddlers.
Journal of Childhood, Education & Society, 4(2), 193-218.
Pine, J. M., Freudenthal, D. et Gobet, F.
(2023). Building a unified model of the Optional Infinitive Stage: Simulating the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder.
Journal of Child Language, 50(6), 1336-1352.
Puerta, M. A., Sánchez, M. T. P., Fernández-Castillo, A. et García, J. M. C.
(2023). Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education.
European Early Childhood Education Research Journal, 31(5), 772-783.
Scanlon, G., Radeva, S., McKenna, G. et Maguire, C.
(2023). Together from kindergarten: exploring quality to inform inclusion in early childhood settings in Bulgaria.
European Early Childhood Education Research Journal, 31(4), 544-561.
Soulez, C., Béliveau, M.-J., Champagne, L.Chantale Breault et Labelle, F.
(2023). Perceptions des éducatrices de l’intégration au préscolaire d’enfants ayant des besoins particuliers : une étude exploratoire.
Revue canadienne de l’éducation, 46(2), 221-248.
Steed, E. A., Rausch, A., Strain, P. S., Bold, E. et Leech, N.
(2023). High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel.
Topics in Early Childhood Special Education, 43(2), 142-155.
Boily, M., Goulet, N., Lachance, S., Hamidi, N. et Allaire, M. C.
(2023). Des apprentissages professionnels menant à l’offre d’un service de garde éducatif inclusif (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 200-226.
Goulet, N. et Manon, B.
(2023). Éducation inclusive : représentations et pratiques professionnelles déclarées du personnel éducateur et de soutien en services de garde éducatifs (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 351-369.
Robitaille, C. et Dumais, C.
(2023). Défis et besoins du personnel scolaire de la maternelle 4 ans concernant la collaboration avec les parents d’enfants présentant des besoins considérés particuliers.
Revue internationale de communication et socialisation, 10(2), 243-261.
Robitaille, C. et Dumais, C.
(2023). Point de vue de parents d’enfants présentant des besoins considérés particuliers sur la collaboration école-famille à la maternelle 4 ans.
Revue canadienne des jeunes chercheur(e)s en éducation, 14(2), 23-31.
Girard, S., Dugas, C., Dionne, C. et Dubé, A.-C.
(2023). Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires.
Revue canadienne de l’éducation, 46(4), 817-844.
Catalano, C. G., Fives, H., McKeating, E. et Barnes, N.
(2022). Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder.
Journal of Early Childhood Teacher Education, 43(2), 167-193.
Chatzigeorgiadou, S. et Barouta, A.
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