a2z Team Member Publications

Inclusion Publications

Porter, G.; Smith, D. (Eds.) (2011). Exploring Inclusive Educational Practices Through Professional Inquiry. Netherlands: Sense Publishers. ISBN: 978-94-6091-556-7.
Description: Stephanie was a contributing author to this long-awaited compilation of Canadian case studies to support educators in their inclusive education practices.

LEARN (2007). 4 Voices in Inclusion—digital.
Alice Bender, Josée Rourke, Stephanie Vucko, Bob Colvil: four respected voices of experience in Inclusive Education in the province of Quebec.\
Description: Originally created as a DVD, the contents contained interview footage addressing questions for a wide range of topics in the field of Inclusion. Use in training of teachers, consultants and administrators in education.

FOCUS Elementary and Secondary Differentiated Curriculum. (2002-2007)
Description: Focus is the culmination of three years of development by a team of teachers and instructional designers between 2002 and 2006, who shared the same vision of making sense of the competency-based Quebec Education Program for elementary and high school. The resources are a series of cross-curricular, cross-subject inquiry based planning models with differentiated resources and tools build into the design of the resource and training.

Vucko, Stephanie (2004). Reflection: Going Beyond ‘I like it’ Scaffolding student reflections in a portfolio-learning environment. Germany: VDM. ISBN-13: 978- 3639189926.
Description: Stephanie’s enthusiasm and practical approach have encouraged many educators to embrace reflection in their daily teaching. This author enjoys working with teachers, transforming educational theory into classroom reality. Reflective practices are at the heart of her approach to inclusive education for teachers, students and their parents.

Vucko, Stephanie, et al. (2002). Differentiating Writing Across the Curriculum (DWAC).                                                                                                                           Description: Created as a student and teacher friendly writing toolkit. DWAC’s tactile materials have been a support to teachers and students wanting to support all learners at appropriate developmental writing levels in the elementary and junior high classroom.

UNESCO & Inclusion Canada (2001). Differentiating Learning with Mali Teachers using Multiple Intelligences.
Description: Internal training document developed with the Ministry of Education of Mali and used to train teachers in regional communities on the inclusion of all students in the classroom through a multiple Intelligences approach. (in FRENCH).

Gender and Development Related Publications
          Sajan Virgi, Zainul. (2012) Gender Inequality & Cultural Norms & Values: Root Causes Preventing Girls from Exiting a Life of Poverty.  Official Background Paper “Addressing Inequalities” Global Thematic Consultation – The World We Want 2015 – UNICEF/ UN Women http://www.worldwewant2015.org/node/284178
          Sajan Virgi.  (2012).  Mobilizing Community Entrepreneurial Spirit: A Guide for Implementing Community-Based Cultural Tourism. UNESCO: Geneva ISBN 978-92-3-001064-5
          Sajan Virgi, Zainul (2012). Poor Quality Health – A Symptom Of Gender Inequality For Girls Living With Poverty. Girlhood Studies.  Vol.  5 No. 2
         Sajan Virgi, Zainul. (2011) Mozambican girls living with poverty speak out: a case of using participatory methodologies with very young adolescent girls to identify barriers to alleviating poverty.  Doctoral Research – McGill University, 2011
         Sajan Virgi, Zainul & Mitchell, Claudia. (2011). Picturing Policy in Addressing Water and Sanitation: The Voices of Girls Living in Abject Intergenerational Hardship in Mozambique.  International Education, v40 n2 p40-57 Spr 2011
         Sajan Virgi, Zainul. (2010). A Vision that Transcends Time: Remembering Dr Jackie Kirk. Girlhood Studies, June 2010
         Child Poverty and Disparities In Mozambique UNICEF, Mozambique, September 2010
My research was highlighted in the UNICEF report. This was a significant achievement as UNICEF only includes scaled up research and not research involving a small group of participants.  What appealed to the Country Director was the participatory data I had which enabled the reader to hear directly from girls battling the unique barriers they faced living a life of inter-generational poverty.