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.

Selected Publications

Azizi, N., Chandra, S., Gray, M., Sager, M., Fane, J., Dautenhahn, K. (2022). 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. 

Fane, J. (2022, July 7 – 9). 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., Jovanovic, J., Redmond, G., & MacDougall, C. (2021). Preschool-aged children’s experiences of integrated early years services in Australia: including missing perspectives. Children’s Geographies, 1-14. 

Fane, J., MacDougall, C., Jovanovic, J., Redmond, G., & Gibbs, L. (2020). Preschool-aged children’s accounts of their own wellbeing: Are current indicators applicable? Child Indicators Research.

Andrew, Y. & Fane, J. (2019) The Sociology of Early Childhood: Young Children’s Lives and Worlds. New York, New York: Routledge.

Perry, N. E. (2019). Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning14(3), 327-334.

Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Gibbs, L. (2018). 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.

Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. New Jersey: Pearson Canada Incorporated.

Fane, J., MacDougall, C., Redmond, G., Jovanovic, J., & Ward, P. (2016). Young children’s health and wellbeing across the transition to school: A Critical Interpretive Synthesis. Children Australia, 41(2), 126-140.

MacKinnon McQuarrie, M. A., Siegel, L. S., Perry, N. E., & Weinberg, J. (2014). Reactivity to stress and the cognitive components of math disability in grade 1 children. Journal of learning disabilities47(4), 349-365.

Perry, N. E., & VandeKamp, K. J. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research33(7-8), 821-843.

Wong, B. Y., Wong, R., Perry, N., & Sawatsky, D. (1986). The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies. Learning Disabilities Focus.

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