In Canada, access to perinatal mental health services is disparate across districts, regions, provinces, and territories. Questions remain as to how gaps in service are being experienced by Canadian service providers and clinicians. This paper examines three key questions: 1) What are the experiences of care providers with respect to the screening, identifying, and managing perinatal mental health disorders? 2) What gaps in perinatal mental health care have been identified? and 3) What approaches have been taken by providers, communities, and regions in addressing the needs of their populations? To address these questions, 435 participants from across Canada were surveyed using an online survey constructed by the research members of the CPMHC. A qualitative analysis of the data revealed three key themes: groups marginalized by the current perinatal mental health system, gaps and supports identified by communities; and systemic and policy issues. From these three themes we have identified the key components of changes required in the national approach to perinatal mental health disorders. We identify key resources that could be utilized to create policy change and provide recommendations for change.
This case study uses interviews and participant observation to study how teachers negotiate inclusion policy in their everyday classroom interactions and strategies. Interviews consisted of two teachers and an educational assistant from one Northern Ontario classroom while participant observation was conducted for a period of seven weeks. Drawing from the framework of loose coupling and inhabited institution, this study finds that teachers actively negotiate policy in the face of classroom reality by drawing upon personal and social resources. Drawing from their previous experiences and some of their educational training they create, and implement strategies in dealing with learning diversity. Teachers felt enthusiastic about inclusion but their ideas ranged as to what it looked like; on top of their creativity in strategy making they also expressed the need for more resources and support to ensure the success of inclusion within their classrooms.
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