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Dr. S. Anthony Thompson

Professor - Educational Psychology

Office: ED 331
E-mail: Santhony.Thompson@uregina.ca
Phone: 306-585-4678
Fax: 306-585-4880

Research Interests

Recently, Dr. S. Anthony Thompson has become interested in Arts-Based Educational Research (ABER) and Inclusive Education. He has researched broadly in the field of Inclusive Education and Teacher Education. His work is largely informed by alternative understandings of dis/ablement and has conducted inclusive educational research in classroom settings, but also in larger areas such as disability policy through the Canadian Disability Policy Alliance (CDPA). Dr. Thompson is currently involved in a pan-Canadian study of teacher education and inclusive education through the Canadian Research Centre on Inclusive Education.

 

Related Teaching and Teacher Education Experience

2018-Present
Professor, University of Regina (Inclusive Education, Educational Psychology)
2007-2017
Associate Professor, University of Regina
2002-2006
Assistant Professor, University of Regina

Graduate Courses
EPSY 829         Ethics in the Helping Professions
EPSY 826         Psychology of Learning
ED 800             Introduction to Educational Research

Directed Studies (Doctoral Courses)
ED 890           Advanced Studies in Inclusive Education: Service Delivery Alternatives to Support Students with Disabilities/Exceptionalities and their Teachers
ED 809           Program Evaluation in Inclusive/Special Education
EC&I 890        Creating Success for Gifted and Talented Students in the Regular Classroom
EPSY 890        Creating Respect for Disability as Difference in the Elementary Classroom

Undergraduate Courses
EPSY 323       Designing Learning Environments for the Inclusive Classroom
EPSY 326       Change, Collaboration and Consultation to Support Inclusive Education
EPSY 330       Autism Spectrum Disorders in the Inclusive Classroom
EPSY 333       Functional Assessment and Positive Behaviour Support
EMTH 335      Mathematics in the Inclusive classroom

 

Research Projects and Interests

I am currently involved in two Arts-Based Educational Research (ABER) Projects:

Song of Beginning Teachers
Knowledge mobilization as songs about the experiences of beginning teachers based on data from the SSHRC funded pan-Canadian study, Beginning Teachers Study (Dr. Jacqueline Specht, Principal Investigator) in partnership with the Canadian Research Centre on Inclusive Education
Song cycle:
Key People at Key Points
We Could Do Something Amazing
Everyone Learns in the Circle
You Would Go to a Different School
BTS Dirt Bike Rider

 

Ducks on the Moon: A Performative Musical Memoir
A play with music documenting a mother’s journey from denial to acceptance to celebration of her son’s diagnosis of Autism Spectrum Disorder (ASD)
Song Plot:
All is Calm for Now
Not Necessarily Me (Was that a Clue?)
Guess I Missed those Cumulonimbus Clouds (Wendy the Weather Girl)
It Ain’t No Thang (No, No)
I Don’t Know Anymore (What It Means to be Mum)
His First Five Years of Life
Just Take a Bow

Grants:

Project: Songs of Beginning Teachers (Performative Scholarship, funded for $5,000)
S. Anthony Thompson (Principal Investigator)
University of Regina
Faculty of Education Research Centre
Knowledge Mobilization Fund

Project: Ducks on the Moon: Performative Musical Memoir (funded for $5,000)
S. Anthony Thompson (Principal Investigator)
University of Regina
Faculty of Education Research Centre
Knowledge Mobilization Fund

Project: The Development of Inclusive Educational Practices for Beginning Teachers
(funded for $488,800)
Jacqueline Specht (Principal Investigator)
Western University
SSHRC Insight Grant
Team Members:
Scott Thompson and Jenn DeLugt (Co-Researchers from University of Regina) also…
Lynn Aylward (Acadia University) Sheila Bennett, Tiffany Gallagher, Kimberly Maich (Brock University) Tara Flanagan (McGill University)  Gabrielle Young  (Memorial University of Newfoundland)  Jamie Metsala (Mount Saint Vincent University) Ian Matheson and Nancy Hutchinson (Queen’s University)  Elizabeth Nowiki (The University of Western Ontario)   Kim Calder Stegemann  (Thompson Rivers University) Angela Aucoin (Université de Moncton) Jessica Whitley (University of Ottawa) Donna McGhie-Richmond  (University of Victoria) Steven Sider (Wilfrid Laurier University)

Project: Disability Policy Alliance: Learning Collaborative and Equity Coalition (Funded for $1,000,000)
Mary Ann McColl, Queen’s University (Principal Investigator)
University Partners: Alice Aiken, Jerome Bickenbach, Will Boyce, Audrey Kobayashi, Kathleen Norman, Helene Ouellette-Kuntz (Queen’s University); Lyn Jongbloed (UBC); Mary Law (McMaster University); Vianne Timmons, Scott A. Thompson (University of Regina)
SSHRC CURA

Project: Disabling Inclusive Education: Enabling Theory and Practice from the Ground Up (Funded for $75,751)
Thompson, S.A. & Aylward, L.
SSHRC

Refereed Conference Presentations

Thompson, S. Anthony and Howell, Grace (2019, August). Bringing voice to efficacy and beliefs of beginning teachers for inclusive practice.  International Association for the Scientific Study of Intellectual and Developmental Disability (IASSIDD) World Congress: Glasgow, Scotland, August 6-9, 2019.

Specht, Jacqueline; Bennett, Sheila and Thompson, S. Anthony. (2019, August).  Beginning teacher study: Implications for the development of inclusive practice.   International Association for the Scientific Study of Intellectual and Developmental Disability (IASSIDD) World Congress: Glasgow, Scotland, August 6-9, 2019.

Thompson, S. Anthony (2019, June). Family-Professional Partnerships and Autism Spectrum Disorder:  An Arts-Based Educational Research Project as an Inclusive Pedagogy at CSSE, University of British Columbia, Vancouver, BC.

Thompson, S. Anthony (2019, March). Performing the Songs of Beginning Teachers (BTS).  (The “Performing and Reflecting on Teacher Education” Strand) of Provoking Curriculum University of Regina, Regina SK.

Thompson, S. Anthony (2018, July). Ducks on the Moon – A Play with Music: An Arts-based Inclusive Educational Research (ABER) Project. International Association for the Scientific Study of Intellectual and Developmental Disability (IASSIDD) 5th Annual European Congress: Diversity & Belonging: Celebrating Difference. Europe Congress in Athens, Greece, July 18-20, 2018.

Thompson, S. Anthony & Burke, Kelley Jo (2018, May). Ducks on the Moon: A Play with Music - An Arts-Based Educational Research Project about Parents, Families and Autism Spectrum Disorder. Presented at ARTS (Arts Researchers and Teachers Society) at CSSE, University of Regina, Regina, SK.

Refereed Journal Articles

Thompson, S.A.  (2020, December 17). Research challenges and innovative methodologies, approaches, and processes. Oxford Research Encyclopedia of Education. Available from: https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1207.

Thompson, S.A., & Burke, K.J. (2020, December 15). Welcome to Ducks on the Moon, an afternoon of music theatre as professional development about families and Autism Spectrum Disorder. Exceptionality Education International, 30 (3), pp. 43-63. DOI: https://doi.org/10.5206/eei.v30i3.13413

Thompson, S. Anthony and Timmons, V. (2017).  From Inclusive Education to Inclusive Employment? Chronicling Inclusive Pathways for Persons with Disabilities. Japanese Journal of Rehabilitation 171, pp. 8-15. (Published in Japanese; English article in Sabbatical Report).

Thompson, S. Anthony and Timmons, V. (2017). Authentic inclusion in Two Secondary Schools: “It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere” Exceptionality Education International 27 (1), pp. 62-84.

Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T.,  Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W.,   Thompson, S.A.,  &  Cloutier, S.  (2016). “Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers,” International Journal of Inclusive Education, 20 (1), 1-15.

Lyons, W., Thompson, S.A., & Timmons, V. (2016). “We are inclusive. We are a team. Let’s just do it.” Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 13, 1-19.

Thompson, S.A. (2015).  The bumpy road to genuinely inclusive schools: Still learning from Ferguson’s ‘rabid’ confessions of an authentic inclusionist [in] Phyllis Jones & Scot Danforth [Eds.] Foundations of Inclusive Education Research (International Perspectives on Inclusive Education Vol. 6). Bingley, United Kingdom: Emerald Group Publishing, pp. 87-100.

Thompson, S.A., Lyons, W. & Timmons, V. (2015). Inclusive education policy: What the leadership of Canadian Teacher Associations has to say about It. International Journal of Inclusive Education 19(1), 121-140.

Hodgins, S. and Thompson, S.A. (2014). Spilt milk counts:  Belonging and moving on down the hall... In Danforth, S. (Ed.) Becoming a Great Inclusive Educator. (pp. 221-230). New York: Peter Lang.