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Dr. Wenonah Campbell

Scientist

Campbell wenonah

Team

Scientists

905-525-9140 ext 26840

campbelw@mcmaster.ca

Biography

Wenonah Campbell, PhD, John and Margaret Lillie Chair in Childhood Disability Research, is an Associate Professor in the School of Rehabilitation Science’s Speech-Language Pathology Program and a Scientist at CanChild. Dr. Campbell and her research team use varied research methodologies to study how best to deliver health support services in schools that promote the inclusion, participation, and engagement of all children. Her team’s research involves engaging stakeholders and building partnerships across the education and health sectors. In addition to her research within the K-12 education system, Dr. Campbell also leads a program of research to enhance accessibility within post-secondary health professional graduate programs. To help close the gap between evidence and practice, knowledge translation is an integral part of Dr. Campbell’s program of research.

Areas of Focus

school-based services, tiered approaches, inclusion, universal design for learning, accessible education interprofessional collaboration, knowledge translation, evidence-based practice

Resources

Partnering for Change Model

The Partnering for Change team used evidence from the literature to design a conceptual model that was tested in school settings and refined.

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Bullying Risk in Children with Disabilities: A Review of the Literature

Children can be bullied in several ways. For example, a child who is physically bullied may be kicked, hit, or pushed by a peer who is older or stronger while a child who is verbally bullied may be called mean names, insulted, or threatened.

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Developmental Trajectories of Youth with Disabilities (age 12-25 years of age): A Knowledge Synthesis

This report is the outcome of a knowledge synthesis project on developmental trajectories of youth with disabilities, ages 12 - 25 years.

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Partnering for Change: Stakeholder Alliance Symposium

Partnering for Change (P4C) is a new way for occupational therapists to provide school-based services to children with DCD.

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The International Classification of Functioning, Disability, and Health (ICF): There is Always More Than a Single Story*

The ICF helps clinicians and families think about a broader and fuller picture of both the specific health information and the life situation of a patient.

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Occupational Therapy Role in the School: Partnering for Change Model

Occupational therapists (OTs) are regulated health care professionals who work with children in a variety of settings, including schools.

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M.A.T.C.H. Flyers: A Resource for Educators

The most important thing a teacher can do to help a child reach his/her full potential is to make sure the task and the learning environment are right for the child.

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Children with DCD: At home, at school and in the community (Booklet)

This booklet is designed to help parents and educators identify and manage school-aged children who are demonstrating movement problems typical of children with Developmental Coordination Disorder (DCD).

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Perceived Efficacy and Goal Setting (PEGS)

PEGS is a measure that uses children's self-reported performance on everyday tasks to establish and prioritize occupational therapy interventions.

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