Inclusion of Learners with Exceptionalities in Canadian Schools: A Practical Handbook for Teachers, 7th edition

Jacqueline Specht Western University
Nancy L. Hutchinson Queen's University

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Inclusion of Exceptional Learners in Canadian Schools is an outstanding introduction to inclusive education in Canada that serves as a research-based, practice focused resource on equitable and inclusive education for teacher educators and pre-service and in-service teachers. In keeping with Canada's commitment to inclusive education, this text examines positive ways of including children of all needs and abilities in the regular classroom.

Authors and educators, Jacqueline Specht and Nancy Hutchinson draw on their extensive experience educating students to help shape the skills and strategies future teachers need to create an inclusive classroom by individualizing learning for each student regardless of their exceptionality.

With the help and guidance of Sara Spence, a Nehiyaw (Cree) member of Peguis First Nation and a researcher at University of Calgary, this edition draws attention to significant recent developments in Indigenous education, especially in light of the Truth and Reconciliation Commission of Canada Call to Action.

Hallmark features of this title

Chapter-opening vignettes serve as introductory cases to help readers relate the chapter content to the real world of Canadian schools.
Learner objectives at the beginning of each chapter point to key content within that chapter.
TED Talks and other video presentations are included that are related to the main idea of the chapter.
Key terms throughout the chapters appear in boldface type, and easy-to-understand definitions often appear in the text and always appear in the Glossary at the back of the book.
Theory and Research Highlights in Educational Psychology boxes provide a theoretical grounding in the psychology that informs the education of exceptional students and their inclusion in Canadian society.
Challenges for Reviewing . . . features at the end of each chapter present review questions to help students apply what they have learned in the chapter.
Activities for Reviewing . . . with Your Peers features at the end of each chapter present review questions for students to work on collaboratively with peers to apply their learning.

New to this Edition

As the world shifts to a greater reliance on digital media, it is appropriate that this resource evolves as well. This seventh edition is the first fully digital version of Inclusion of Learners with Exceptionalities in Canadian Schools. Instructors and students will find that, although the medium has changed, the content is fully consistent with prior editions.
Chapters 3 and 4 have been reorganized in this latest edition. Chapter 3 includes exceptionalities diagnosed on the basis of IQ and Chapter 4, on the basis of behaviour.
Chapter 6 includes an extended section on education of Indigenous students and about teaching for reconciliation in addition to a discussion of other areas of diversity that can affect the learning of children and adolescents. There are strategies for differentiating teaching for Indigenous students; culturally diverse students; English language learners; and students who experience income and housing instability, maltreatment, and belong to the 2SLGBTQ+ community.
NEW Five Moore Minute videos help introduce each chapter and relate to the chapter's main idea.

Important Digital Assets in Pearson eText

Theory and Research Highlights in Educational Psychology boxes provide a theoretical grounding in the psychology that informs the education of students and their inclusion in Canadian society.
The Further Reading section at the end of each chapter provides additional references to support the text material related to the topic. Activities for Chapter Review features at the end of each chapter present review questions for students to work on individually or collaboratively with peers as they apply new learning to realistic classroom situations.
Five Moore Minute videos help introduce each chapter and relate to the chapter's main idea. Throughout, there is a focus on the well-being of students and teachers; every chapter includes one or two annotated bibliographies on school-based mental health resources relevant to the topics in the chapter.

Inclusive Education: The Canadian Experience
The Teacher's Role in an Inclusive Classroom
Gifted, Learning Disability, and Intellectual Disability
Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Emotional and Behavioural Disorders
Communication Exceptionalities, Physical Exceptionalities, and Chronic Health Conditions
Teaching for Diversity: Including Indigenous Students, Students from Diverse Cultural Backgrounds, and Students at Risk
Climate, Community, and Classroom Management for Student Well-Being
Using Universal Design for Learning (UDL) and Differentiated Instruction (DI)
Differentiating Assessment and Using Assessment to Differentiate Teaching
Enhancing Social Relations
Enhancing Transitions

Jacqueline Specht is a Professor in the Faculty of Education at Western University and Director of the Canadian Research Centre on Inclusive Education. She completed her PhD at Western University in 1994. Her research expertise is located in the areas of inclusive education, teacher development, and psychosocial aspects of individuals with disabilities. She has worked with schools nationally and internationally to support their transition to inclusive education. She is the recipient of a number of awards including the Carol Crealock Award presented by the Canadian Association for Educational Psychology and the Edward G. Pleva Award for Excellence in University Teaching presented by Western University.

Nancy L. Hutchinson is a Professor Emerita in the Educational Psychology and Special Education Department at Queen's University having retired in 2015. She completed her PhD at Simon Fraser University in 1986. She has published textbooks and casebooks on inclusive education used extensively in teacher education across Canada. Her most recent research has on enhancing co-operative education and workplace learning for youth with disabilities and at-risk youth. In 2010, she won the Carol Crealock Award presented by the Canadian Association for Educational Psychology for her mentorship of graduate students and her contribution to the field.

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