Research
Scholarly research articles from the LDS team and our education partners.
Research
LDS is actively involved in engaging in research to support evidence-based practices in education. LDS has current research partnerships with The University of Waterloo’s Social and Intelligent Robotics Research Laboratory, and the UBC Faculty of Educational and Counselling Psychology and Special Education.
Additionally, LDS staff and board members also have a long history of research that contributes to knowledge and evidence-based practice in the areas of learning differences, education, teacher education, and early years.
| Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities. Journal of Special Education Technology, 0(0). | Chandra, S., Fane, J., Azizi, N., McKenzie-Gray, M., Sager, M., Dautenhahn, K. (2025) | Link |
| User evaluation of social robots as a tool in one-to-one instructional settings for students with learning disabilities. In Social Robotics: 14th International Conference, ICSR 2022, Florence, Italy, December 13–16, 2022, Proceedings, Part II (pp. 146-159). Cham: Springer Nature Switzerland. | Azizi, N., Chandra, S., Gray, M., Fane, J., Sager, M., u0026 Dautenhahn, K. (2023, February). | Link |
| An Initial Investigation into the Use of Social Robots within an Existing Educational Program for Students with Learning Disabilities. 31st IEEE International Conference on Robot and Human Interactive Communication (RO-MAN 2022): Napoli, Italy. Aug 29 – Sept 02. | Azizi, N., Chandra, S., Gray, M., Sager, M., Fane, J., Dautenhahn, K. (2022). | Link |
| Interdisciplinary early intervention to support the inclusion of children with developmental disabilities. [Poster Presentation #134] 14th International Developmental Coordination Disorder Conference: Vancouver, BC. | Fane, J. (2022, July 7 – 9). | Link |
| Preschool-aged children’s accounts of their own wellbeing: Are current indicators applicable? Child Indicators Research. | Fane, J., MacDougall, C., Jovanovic, J., Redmond, G., u0026 Gibbs, L. (2020). | Link |
| The Sociology of Early Childhood: Young Children’s Lives and Worlds. New York, New York: Routledge. | Andrew, Y. u0026 Fane, J. (2019) | |
| Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning, 14(3), 327-334. | Perry, N. E. (2019). | |
| Exploring the use of emoji as a visual research method for eliciting children’s voices in childhood research. Early Child Development and Care. 188(3) pp. 359-374. | Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., u0026 Gibbs, L. (2018). | Link |
| Developing self-regulating learners. New Jersey: Pearson Canada Incorporated. | Butler, D. L., Schnellert, L., u0026 Perry, N. E. (2017). | |
| Young children’s health and wellbeing across the transition to school: A Critical Interpretive Synthesis. Children Australia, 41(2), 126-140. | Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., u0026 Ward, P. (2016). | Link |
| Reactivity to stress and the cognitive components of math disability in grade 1 children. Journal of learning disabilities, 47(4), 349-365. | MacKinnon McQuarrie, M. A., Siegel, L. S., Perry, N. E., u0026 Weinberg, J. (2014). | |
| Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33(7-8), 821-843. | Perry, N. E., u0026 VandeKamp, K. J. (2000). | |
| The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies. Learning Disabilities Focus. | Wong, B. Y., Wong, R., Perry, N., u0026 Sawatsky, D. (1986). |