Frankel, E., & Chan, C., & Underwood, K. (2019). Inclusion is an experience, not a placement. ECELink, 3(1), 24-34.
Underwood, K., Smith, A., & Martin, J. (2018). Institutional mapping as a tool for resource consultation. Journal of Early Childhood Research, 1-11. DOI: 10.1177/1476718X18818205
Underwood, K., Frankel, E., Spalding, K. & Brophy, K. (2018). Is the right to early intervention being honoured? A study of family experiences with early childhood studies. Canadian Journal of Children’s Rights, 5(1), 56-70. DOI: 10.22215/cjcr.v5i1.1226
Ineese-Nash, N., Bomberry, Y., Underwood, K., & Haché, A. (2017) Raising a Child with Early Childhood
Disability Support Systems Shakonehya:ra’s ne shakoyen’okon:’a G’chi-gshkewesiwad binoonhyag ᑲᒥᓂᑯᓯᒼ ᑭᑫᑕᓱᐧᐃᓇ ᐊᐧᐊᔕᔥ ᑲᒥᓂᑯᓯᒼ ᑲᐧᐃᔕᑭᑫᑕᑲ: Ga-Miinigoowozid Gikendaagoosowin
Awaazigish Ga-Miinigoowozid Ga-Izhichigetan. Indigenous Policy Journal, 28(3),1–14. Available at http://www.indigenouspolicy.org/index.php/ipj/article/view/454
Frankel, E., Underwood, K., & Powell, A. (in press). Early intervention for young children. In I. Brown and M. Percy (Eds.), Developmental Disabilities in Ontario (4th Ed.) Toronto: OADD.
Underwood, K., Church, K., & van Rhijn, T. (in press). Responsible for normal: The contradictory work of families. In S. Winton, Carpenter, G. Parekh (Eds.), Critical Perspectives on Education Policy in Schools, Families, and Communities. November 15, 2017.
Underwood, K. (in press). A systems understanding of inclusive childhoods: The Inclusive Early Childhood Service System Project (IECSS). In D. Jahr and R. Kruschel (Eds.), Inclusion in Canada-Perspectives on Cultures, Structures, and Practices.
Benincasa, E., St. Dennis, A., & Caputo, V. with photographs by Xu, F. (2018). IECSS/Shaking the Movers Workshop Report: Can disability be positive? Shaking the Movers. Ottawa, ON: Carleton University, October 13 & 14, 2018.
Underwood, K., Ineese-Nash, N., & Hache, A. (2017). Embedding Indigenous perspectives in early childhood education, care and intervention: A Knowledge Synthesis. Project report for a Social Sciences and Humanities Research Council Knowledge Synthesis Grant. Toronto: ON, Ryerson University.
Additional references by our research team:
Halfon, S., & Friendly, M. (2013). Inclusion of young children with disabilities in regulated child care in Canada A snapshot: Research, policy and practice, (27), 1-57. Toronto: Childcare Research and Resource Unit.
Lero, D., Brophy, K., & Coulman, L. (2005). QC Wellington: A Community-Wide Approach for
Improving and Sustaining High Quality Child Care in Wellington County. Guelph, ON: Centre for Families, Work & Well-Being, University of Guelph
Parekh, G., & Underwood, K. (2015). Inclusion: Creating school and classroom communities where everyone belongs. Research, tips, and tools for educators and administrators. (Research Report No. 15/16‐09). Toronto, Ontario, Canada: Toronto District School Board
Underwood, K. & Frankel, E. (2012). The developmental systems approach to early intervention in Canada. Infants & Young Children, 25(4), 286-296.
Underwood, K. (2013). Everyone is Welcome: Inclusive Early Childhood Education and Care. The Ministry of Education, 1-8. Ontario: Queen’s Printer for Ontario.