Dr. Conor Barker
I am a teacher, psychologist, and scholar of school psychology and inclusive education. I have over 15 years of experience in inclusive education as an educational assistant, classroom teacher, special programs teacher, and school psychologist. My research area focuses on inclusive practices in rural school contexts, knowledge translation of psychology to improve equity, diversity, inclusion, and accessibility, and the development of clinical competency and creative practice within school psychology.
Education and Training
2020, Ph.D. (Education, specializing in Educational Psychology), University of Regina
2011, M.Ed. (School and Counselling Psychology), University of Saskatchewan
2009, B.Ed., University of Saskatchewan
2009, B.Mus., University of Saskatchewan
2009, Certificate in Teaching English as a Second Language, University of Saskatchewan
Communities of Practice Research Methods; Behavioural Interventions; Rural School Psychology; Inclusive Education in Minority Language Settings (e.g., French Immersion, Huttarian Education, English as an Additional Language); knowledge translation of psychology to improve equity, diversity, inclusion, and accessibility; Learning Disabilities; Forensic School Psychology; Remote Psychological Assessment
I am currently accepting thesis students for BA/BSc (Honours) Psychology, MA Education, and MA School Psychology.
Isenor, K., Mazerolle, E., & Barker, C. (2021). Pay attention to this: A knowledge translation study of ADHD and its brain basis to pre-service and in-service teachers. in education. 27(1), 81-98. https://doi.org/10.37119/ojs2021.v27i1.510
Barker C. (2021). Infusing choice theory into functional behavioural assessment. International Journal of Reality Therapy and Choice Theory. 41(1), 35-47. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/2021/11/IJCTRTFall-2021.pdf#page=35
Barker, C., Kulyk, J., Knorr, L., & Brenna, B. (2011). Open inclusion or shameful secret: A comparison of characters with Fetal Alcohol Spectrum Disorders (FASD) and characters with Autism Spectrum Disorders (ADS) in a North American sample of books for children and young adults. International Journal of Special Education. 26(3), 171-180. https://files.eric.ed.gov/fulltext/EJ959010.pdf