Carmel French

Background

Following completion of her BA(Ed) at Memorial University (MUN), Carmel worked as an elementary school teacher, focusing on children with special needs. After a number of years teaching, Carmel returned to university and obtained a Graduate Diploma in Special Education, MEd., and a Ph.D. with a specialization in assessment and measurement from the University of Alberta. Dr. French has over thirty years experience as an educator, administrator, and psychologist. Throughout this period she has taught courses in the departments of Child and Youth Study, Psychology, and Education.

Carmel especially enjoyed teaching in the Master of Curriculum Studies in Barbados. Being part of a program to introduce inclusive practices in the school system was challenging but invigorating. She had the unique opportunity of witnessing attitudes evolve and school climates change as educators supported children with diverse needs in their classrooms.

Currently, Carmel is involved in funded research on early childhood curriculum frameworks. Other areas of research are focused on early intervention and inclusion issues.

Recent Articles:

White, E. & French, C. (Fall, 2011). The relevance of cultural sensitivity to early intervention professionals. Exceptional Education International.

White, E. & French, C. (Spring, 2011). Practitioner perceptions of early intervention: Does practice reflect theory? Child and Family Journal.

French, F. & French, C. (2011). Inclusion of learners with exceptionalities in public/private school communities: Implications for policy, school culture, leadership and models of inclusion. The International Journal of Diversity in Organizations, Communities and Nation. Revisions completed. Article accepted and to be published in early 2011.

French, C. & White, E. (2010). Cultural sensitivity: Perspectives of early Interventionists. Child and Family Journal, 13(2), 24-32.

Turner, J. & French, C. (2009). Parent’s experience caring for young children with minor illness: An
ecological perspective. Canadian Children, 34(1), 13-20.

Books:

Mohn, R., French, F., & French, C. (2010). Classroom Assessment: principles and Practices for effective Standards Based Instruction. Canadian Edition. Instructor’s Manual and Test bank for McMillan, Hellsten and Klinger test on Classroom assessment. Pearson, Toronto.

French, C. (2005). Inclusive education: A parent=s guide to inclusive schooling in Nova Scotia, p. 1- 123. Halifax, N.S.: MSVU.

Select Presentations:

French, C. (2010). Inclusion in Nova Scotia: Where are we now? Presentation at the Nova Scotia
Community Living Conference. Halifax, Nova Scotia.

French, C. (2010). Graduate Student Research projects at Distance: Lessons learned. International Conference on Diversity, Dublin, Ireland.

White, E., & French, C. (2010). Cultural sensitivity and early intervention in Nova Scotia: Professionals’ perspectives. Paper presented at Canadian Society for the Study of Education (CSSE) Conference, Ottawa, ON.

French, C. (2009). Inclusion in Nova Scotia: Where are we now? Presentation at the Nova Scotia
Community Living Conference. Halifax, Nova Scotia.

Turner, J. & French, C. (2007). Parent”s responses to their mildly ill child: A pilot study exploring the influences on parents’ child care choices. Your Passion, Your Profession Conference, MSVU, Halifax.

French, C. (2007). Teacher’s perceptions of the IPP process: Implications for inclusive practice. International Conference on Diversity, Amsterdam, Netherlands.

French, C. (2005). Plenary Speaker on Family-centred practice. First Nations - Brighter Beginnings- Strong Communities Conference, Halifax, NS.