Papers by Gabrielle Young
As the early childhood education field extends into providing more integrated school-based servic... more As the early childhood education field extends into providing more integrated school-based services, the time is right to examine the interconnections and opportunities evident in the provision of quality early childhood education services. As researchers, we were interested in examining whether the provision of quality early childhood education services mediates the need for special education services for children with identified exceptionalities. This symposium will address 8 papers related to this purpose: 1) the role of research in informing public policy; 2) early childhood education and special education; 3) parents perspectives on co-constructed pedagogical documentation in early learning settings; 4) the impact of full-day kindergarten on learning outcomes and self-regulation among kindergarten children at risk for placement in special education; 5) the impact of quality learning programs on the demand for student support services; 6) the benefits of including children with ...
Exceptionality education international, Dec 20, 2019
This article explores trends and statistics specific to the mental health status of children from... more This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the socialemotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children. Mental health issues in young children can be associated with poor developmental outcomes such as discrimination, social exclusion, physical health problems, and unhealthy lifestyles (Moffitt et al., 2011; Poulou, 2015; World Health Organization, 2016). The purpose of this article is to explore how mental health issues can be mitigated and remediated when young children are given the opportunity to attend early childhood education (ECE) programs. As researchers, we were particularly interested in investigating the impact of ECE on reducing mental health issues and improving developmental outcomes, as the preschool period is considered an optimal time to
Exceptionality education international, Dec 20, 2019
High quality early intervention is a crucial component of supportive and inclusive early childhoo... more High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive earlyyears environments for children with ASD, as well as early intervention and identification services that support inclusive practices.
Canadian Journal of Learning and Technology
This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms... more This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.
Teachers require the skills and knowledge to recognize signs and symptoms of mental health proble... more Teachers require the skills and knowledge to recognize signs and symptoms of mental health problems, have knowledge about referral to appropriate services, and know how to support mental health in their classrooms. This mixed methods study examined teachers’ perceptions of the need for mental health training, provided an opportunity to engage in a Mental Health Literacy (MHL) institute, assessed teachers’ knowledge of mental health before and after engaging in the MHL institute, and allowed teachers to provide recommendations surrounding future mental health training. In this study, 136 teachers responded to the pre-test (with 116 teachers responding to all of the pre-test questions), 79 teachers requested to be added to the online institute, 36 teachers completed the post-test, and 23 teachers were able to be matched as completing the pre- and post-test. Of these 23 participants (19 were female, 3 male, and 1 chose not to identify), 10 identified as graduate students, and 13 as und...
This panel discussion will include seven tenure-track and one contract faculty members who teach ... more This panel discussion will include seven tenure-track and one contract faculty members who teach in faculties of education in four provinces. They will speak about their experiences transitioning into the role of an academic. The panel is composed of contributors to a book that is currently under review with a university press. The perspective of having authored a chapter and having had it peer reviewed is the basis of having a well-formed perspective about their experience. Each will speak about the transition they have experienced after their doctorate and into their experiences within the tenure-track. Their insight has implications for graduate students who may wish to pursue this career trajectory. It also has implications for how one may tailor graduate studies to suit the later pursuit of a role in academia.
This paper examines whether participation in quality early child education (ECE) lessens special ... more This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive supports. Sixty years of longitudinal data coupled with new research in the United Kingdom and Canada were examined to demonstrate how quality ECE reduces special education needs and mitigates the intensity of later supports for children with special education needs. Research demonstrates that quality ECE strengthens children's language, literacy/numeracy, behavioural regulation, and enhances high-school completion. International longitudinal studies confirm that two years of quality ECE lowers special education placement by 40–60% for children with cognitive risk factors and 10–30% for social/behavioural risk factors. Explicit social-emotional learning outcomes also need to be embedded into ECE curricular frameworks, as maladaptive behaviours, once entrenched, are more difficult (and costly) to remediate. Chi...
European Perspectives on Inclusive Education in Canada
Successfully implementing inclusion at the high school level is considerably different in element... more Successfully implementing inclusion at the high school level is considerably different in elementary and intermediate levels (Carpenter & Dyal, 2007; Scanlon & Baker, 2012). Secondary inclusion poses unique challenges such as a rigorous and fast-paced curriculum, high stakes testing, and students with poor study skills (Casale-Giannola, 2012; Mastropieri & Scruggs, 2001; McKenna, Muething, Flower, Pedrotty, & Bryant, 2015). As a result, high school students with learning exceptionalities continue to struggle (Sabornie & deBettencourt, 2009), educators and administrators are often unprepared for these unique challenges to inclusion (Dieker, 2007), and research guiding high school faculty is rare (Byrnes, 2008). The authors conducted a review of the North American high school inclusion literature, located 28 articles, summarized the findings, and have suggested recommendations for future research in this often overlooked area of inclusion. This paper presents and discusses four articles that were found to pertain to high school administrators. Locating Articles/Methodology The authors first conducted an ERIC database search using key terms such as high school, secondary, inclusion, administrator, and principal, refining their search to English language journal articles published between January 2010 and December 2015. This time frame was selected in order to ensure that only the latest research was considered, as older articles may reflect earlier (and
A narrative approach was adopted to explore the experiences of 13 women who pursued academic care... more A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship. Kilborn (2016) describes wellness as a balance of the mental, physical, emotional, and spiritual dimensions of the self that require present awareness and mindfulness, connecting the whole self-body, mind, and spirit-to the collective well-being of society. It is this type of thinking-b...
Exceptionality Education International
This article introduces the special issue: Linking Quality Early Child Education and Special Educ... more This article introduces the special issue: Linking Quality Early Child Education and Special Education Needs.
ABSTRACT Using mixed-methods, this study follows students as they transition from a two-year elem... more ABSTRACT Using mixed-methods, this study follows students as they transition from a two-year elementary demonstration school and are re-integrated into high school. This exploratory study examines the impact of assistive technology and the degree to which attending a demonstration school impacts students' self-concept and school motivation.
Allowing children to express their opinions and ideas through drawing can be a useful way to enga... more Allowing children to express their opinions and ideas through drawing can be a useful way to engage children as coresearchers. This study explored children’s understanding of inclusion and what it means to be socially excluded and used multiple ways to explore children’s understanding including interviews, focus groups (using semi-structured interviews), and children’s drawings. Data was collected from children in Grade 2 (two groups), and children in Grade 4 (one group); and was analyzed using concept mapping, where the children as coresearchers were involved in analyzing their own data into themes. Themes that emerged addressed using play as a means of including children with exceptionalities, normalizing exceptionalities, celebrating individual differences, and teaching acceptance and inclusion in the school setting. This study highlighted the important of using alternative ways of gathering data (such as drawings) as children do not always verbalize, or know how to verbalize, th...
Given the growth of scholarship in early child education (ECE), as well as the rapid emergence of... more Given the growth of scholarship in early child education (ECE), as well as the rapid emergence of the sector as an area of academic inquiry, a team of special education/mental health scholars opted to explore its preemptive nature. Despite long and distinguished careers in childhood special educational needs (SEN), ECE has never been an area of attention for them, and they proceeded with unbiased perspectives to answer: Does participation in quality ECE lessen SEN and insulate children against requiring supports later in their school experience? Inclusive education is now an international standard for all children and the recent Canadian bilateral agreements between the federal and provincial/territorial governments strive to increase access to ECE for all children, including those with diverse needs. How inclusive is ECE and will access lessen the amount of support required by children with identified SEN, allowing them a smoother school start and ensuring better educational outcom...
Successfully implementing inclusion at the high school level is considerably different in element... more Successfully implementing inclusion at the high school level is considerably different in elementary and intermediate levels (Carpenter & Dyal, 2007; Scanlon & Baker, 2012). Secondary inclusion poses unique challenges such as a rigorous and fast-paced curriculum, high stakes testing, and students with poor study skills (Casale-Giannola, 2012; Mastropieri & Scruggs, 2001; McKenna, Muething, Flower, Pedrotty, & Bryant, 2015). As a result, high school students with learning exceptionalities continue to struggle (Sabornie & deBettencourt, 2009), educators and administrators are often unprepared for these unique challenges to inclusion (Dieker, 2007), and research guiding high school faculty is rare (Byrnes, 2008). The authors conducted a review of the North American high school inclusion literature, located 28 articles, summarized the findings, and have suggested recommendations for future research in this often overlooked area of inclusion. This paper presents and discusses four articl...
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Papers by Gabrielle Young