Fichten, C. S., Libman, E., Bailes, S., Jorgensen, M., Havel, A., Qin, Y., Creti, L., Liao, H., Zlotea, B., Vo, C., Budd, J., Vasseur, A., Pierre-Sindor, T. et Costin, G. (2024). Parasomnias in post-secondary students: Prevalence, distress, and coping strategies. Behavioral Sciences, 14(8), Article 646. https://doi.org/10.3390/bs14080646
Fichten, C., Wing, S., Costin, G., Jorgensen, M., Havel, A., Wileman, S., Bailes, S., Creti, L. et Libman, E. (2023). Sleep and well-being during Covid-19 remote and in-person periods: Experiences of college faculty and staff with and without disabilities. Behavioral Sciences, 13(10), Article 844. https://doi.org/10.3390/bs13100844
Fichten, C., Costin, G., Jorgensen, M., Havel, A., Wileman, S., Wing, S., Bailes, S., Creti, L. et Libman, E. (2023). Sleep and well‐being during the Covid‐19 pandemic: Remote and in‐person learning for college students with and without disabilities. Exceptionality Education International, 34(2), Article 5. https://doi.org/10.5206/eei.v34i2.16687
Fichten, C., Arcuri, R., Vo, C., Vasseur, A. et Jorgensen, M. (2023). Browser extensions for post-secondary students with disabilities.
Journal of Education and Training Studies, 11(2), Article 1 .
https://doi.org/10.11114/jets.v11i2.5867
Fichten, C., Havel, A., Jorgensen, M., Wileman, S., Harvison, M., Arcuri, R. et Ruffolo, O. (2022). What apps do postsecondary students with attention deficit hyperactivity disorder actually find helpful for doing schoolwork? An empirical study. Journal of Education and Learning, 11(5), 44-54. https://doi.org/10.5539/jel.v11n5p44
Fichten, C., Jorgensen, M., Havel, A., Vo, C. et Libman, E. (2022). AI-based and mobile apps: Eight studies based on post-secondary students' experiences. The Journal on Technology and Persons with Disabilities, 10, 97-114.
Fichten, C., Havel, A., Jorgensen, M., Wileman, S. et Budd, J. (2022). Twenty years into the 21st century – tech-related accommodations for college students with mental health. Journal of Education and Training Studies, 10(4), 16-29. https://doi.org/10.11114/jets.v10i4.5594
Fichten, C., Jorgensen, M., Havel, A., Legault, A. et Budd, J. (2022). Academic performance and mobile technology use during the COVID-19 pandemic: A comparative study. Journal of Postsecondary Education and Disability, 35(1), 61-76.
Fichten, C., Pickup, D., Asuncion, J., Jorgensen, M., Vo, C., Legault, A. et Libman, E. (2021). Current state of the research on artificial intelligence based apps for post-secondary student with disabilities. Exceptionality Education International, 31(1), 62-76.
Fichten, C., Havel, A., Wileman, S., Jorgensen, M., Arcuri, R. et Ruffolo, O. (2021). Digital tools faculty expected students to use during the COVID-19 pandemic in 2021: Problems and solutions for future hybrid and blended courses. Journal of Education and Training Studies, 9(8), 24-30. https://doi.org/10.11114/jets.v9i8.5310
Martiniello, N., Asuncion, J., Fichten, C., Jorgensen, M., Havel, A., Harvison, M., Legault, A., Lussier, A. et Vo, C. (2021). Artificial intelligence for students in postsecondary education: A world of opportunity. AI Matters, 6(3), 17-29. https://doi.org/10.1145/3446243.3446250
Fichten, C. S., Havel, A., Jorgensen, M., Arcuri, R. et Vo, C. (2020). Is there an app for that? Apps for post-secondary students with attention hyperactivity disorder (ADHD). Journal of Education and Training Studies, 8(10), 22-28. https://doi.org/10.11114/jets.v8i10.4995
Seale, J., King, L., Jorgensen, M., Havel, A., Asuncion, J. et Fichten, C. (2020). Engaging ignored stakeholders of higher education accessibility practice: Analysing the experiences of an international network of practitioners and researchers. Journal of Enabling Technologies, 14(1), 15-29. https://doi.org/10.1108/JET-08-2019-0040
Seale, J. K., Burgstahler, S. et Havel, A. (2020). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning. Disponible en ligne et en attente de publication en version papier. https://doi.org/10.1080/02680513.2020.1727320
Fichten, C., Jorgensen, M., King, L., Havel, A., Heiman, T., Olenik-Shemesh, D. et Kaspi-Tsahor, D. (2019). Mobile technologies that help post-secondary students succeed: A pilot study of Canadian and Israeli professionals and students with disabilities. International Research in Higher Education, 4(3), 35-50. https://doi.org/10.5430/irhe.v4n3p35
Fichten, C. S., Jorgensen, M., Havel, A., King, L., Harvison, M., Lussier, A. et Libman, E. (2019). More than meets the eye: A Canadian comparative study on PowerPoint use among post-secondary students with and without disabilities. International Research in Higher Education, 4(2), 25-36. https://doi.org/10.5430/irhe.v4n2p25
Fichten, C., Jorgensen, M., Havel, A., King, L., Lussier, A., Asuncion, J., Budd, J., Nguyen, M. N. et Amsel, R. (2018). Information and communication technologies: Views of Canadian college students and “excellent” professors. Journal of Education and Training Studies, 6(9), 1-12. https://doi.org/10.11114/jets.v6i9.3390
Fichten, C. S., Havel, A., King, L., Jorgensen, M., Budd, J., Asuncion, J., Nguyen, M. N., Amsel, R. et Marcil, E. (2018). Are you in or out? Canadian students who register for disability-related services in junior/community colleges versus those who do not. Journal of Education and Human Development, 7(1), 166-175. http://jehdnet.com/journals/jehd/Vol_7_No_1_March_2018/19.pdf
Jorgensen, M., Budd, J., Fichten, C. S., Nguyen, M. N. et Havel, A. (2018). Graduation prospects of college students with specific learning disorder and students with mental health related disabilities. International Journal of Higher Education, 7(1), 19-31. https://doi.org/10.5430/ijhe.v7n1p19
Jorgensen, M., Havel, A., Fichten, C., King, L., Marcil, E., Lussier, A., Budd, J. et Vitouchanskaia, C. (2018). “Simply the best” : Professors nominated by students for their exemplary technology practices in teaching. Education and Information Technologies, 23(1), 193-210. https://doi.org/10.1007/s10639-017-9594-1
King, L., Fichten, C. S., Jorgensen, M., Budd, J., Havel, A., Nguyen, M. N., Lussier, A., Asuncion, J., Amsel, R., Raymond, O. et Poldma, T. (2017). The best use of information and communication technologies in college: The students’ perspective. Pédagogie collégiale, 31(1), 1-7. http://aqpc.qc.ca/ sites/default/files/revue/king-vol.31-1_eng.pdf
King, L., Fichten, C. S., Jorgensen, M., Budd, J., Havel, A., Nguyen, M. N., Lussier, A., Asuncion, J., Amsel, R., Raymond, O. et Poldma, T. (2017). Comment bien utiliser les TIC au collégial : le point de vue des étudiants. Pédagogie collégiale, 31(1), 27-33. https://aqpc.qc.ca/sites/default/files/revue/king-vol.31-1.pdf
Marcil, E., King, L., Havel, A., Fichten, C. S., Jorgensen, M. et Budd, J. (2016/2017). “Give me a job, give me security, give me a chance to survive:” A preliminary study of employment among postsecondary graduates with disabilities. International Journal of Disability, Community and Rehabilitation, 15(1). http://ijdcr.ca/VOL15_01/articles/marcil.shtml
Heiman, T., Fichten, C. S., Olenik-Shemesh, D., Keshet, N. S. et Jorgensen, M. (2017). Access and perceived ICT usability among students with disabilities attending higher education institutions. Education and Information Technologies, 22(6), 2727-2740. https://doi.org/10.1007/s10639-017-9623-0
Fichten, C. S., Heiman, T., Havel, A., Jorgensen, M., Budd, J. et King, L. (2016). Sustainability of disability-related services in Canada and Israel: Will the real universal design please stand up? Exceptionality Education International, 26(1), 19-35. https://doi.org/10.5206/eei.v26i1.7733
Fichten, C., Amsel, R., Jorgensen, M., Nguyen, M. N., Budd, J., Havel, A., King, L., Jorgensen, S. et Asuncion, J. (2016). Theory of planned behavior: Sensitivity and specificity in predicting graduation and drop-out among college and university students? International Journal of Learning, Teaching and Educational Research, 15(7), 38-52. http://ijlter.org/index.php/ijlter/article/view/694/pdf
Budd, J., Fichten, C. S., Jorgensen, M., Havel, A. et Flanagan, T. (2016). Postsecondary students with specific learning disabilities and with attention deficit hyperactivity disorder should not be considered as a unified group for research or practice. Journal of Education and Training Studies, 4(4), 206-216. https://doi.org/10.11114/jets.v4i4.1255
Fichten, C. S., Heiman, T., Jorgensen, M., Nguyen, M. N., Havel, A., King, L., Budd, J. et Amsel, R. (2016). Theory of planned behavior predicts graduation intentions of Canadian and Israeli postsecondary students with and without learning disabilities / attention deficit hyperactivity disorder. International Journal of Higher Education, 5(1), 208-219. https://doi.org/10.5430/ijhe.v5n1p208
Fichten, C. S., Nguyen, M. N., Asuncion, J., Martiniello, N., Jorgensen, M., Budd, J., Amsel, R. et Libman, E. (2016). An exploratory study of college and university students with visual impairment in Canada: Grades and graduation. British Journal of Visual Impairment, 34(1), 91– 100. https://doi.org/10.1177/0264619615616259
Fichten, C. S., King, L., Jorgensen, M., Nguyen, M. N., Budd, J., Havel, A., Asuncion, J., Amsel, R., Raymond, R. et Poldma, T. (2015). What do college students really want when it comes to their instructors’ use of information and communication technologies (ICTs) in their teaching? International Journal of Learning, Teaching and Educational Research, 14(2), 173-191. http://www.ijlter.org/index.php/ijlter/article/view/522/pdf.
Jorgensen, M., Fichten, C. S., Nguyen, M. N., Budd, J., Barile, M., Asuncion, J., Amsel, R., Tibbs, A. et Jorgensen, S. (2015). Employment realities of recent junior/community college and university graduates and premature leavers with disabilities. International Journal of Disability, Community, and Rehabilitation, 14(1). http://www.ijdcr.ca/VOL14_01/articles/jorgenson.shtml.
Nguyen, M. N., Fichten, C. S., Budd, J., King, L., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Raymond, O., Juhel, J. C. et Asuncion, J. (2015). Les TIC pour soutenir l’autodétermination des étudiants postsecondaires ayant des troubles d’apprentissage. Développement humain, handicap et changement social (RIPPH), 21(1), 97-110. https://ripph.qc.ca/wp-content/uploads/2018/04/Revue_Technologies_vol_21_no1_2015_p_49_119_tr.pdf
Nguyen, M. N., Budd, J., Fichten, C. S. et Asuncion, J. V. (2014). Les TIC, les médias sociaux et les étudiants et diplômés canadiens en situation de handicap. Revue Terminal: Technologie de l’Information, Culture et Société, 116. ISBN 978-2-296-13108-8. Provenant de http://terminal.revues.org/691
Fichten, C. S., Asuncion, J. et Scapin, R. (2014). Digital technology, learning, and postsecondary students with disabilities: Where we’ve been and where we’re going. Journal of Postsecondary Education and Disability, 27(4), 369-379.
Fichten, C. S., Nguyen, M. N., Budd, J., Barile, M., Asuncion, J., Jorgensen, M., Amsel, R. et Tibbs, A. (2014). College and university students with disabilities: “Modifiable” personal and school related factors pertinent to grades and graduation. Journal of Postsecondary Education and Disability, 27(3), 273-290.
Swaine, B., Labbé, D., Poldma, T., Barile, M., Fichten, C., Havel, A., Kehayia, A., Mazer, B., McKinley, P. et Rochette, A. (2014). Exploring the facilitators and barriers to shopping mall use by persons with disabilities and strategies for improvements: Perspectives from persons with disabilities, rehabilitation professionals and shopkeepers. ALTER, European Journal of Disability Research/Revue européenne […]
Fichten, C. S., Nguyen, M. N., Amsel, R., Jorgensen, S., Budd, J., Jorgensen, M., Asuncion, J. et Barile, M. (2014). How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities? Social Psychology of Education, 17(4), 657-685. doi:10.1007/s11218-014-9272-8.
Fichten, C. S., Nguyen, M. N., King, L., Havel, A., Mimouni, Z., Barile, M., Budd, J., Jorgensen, S., Chauvin, A. et Gutberg, J. (2014). How well do they read? Brief English and French screening tools for college students. International Journal of Special Education, 29(1), 33-46.
Croizille, J. en collaboration avec Raymond, O. (2013, février). Favoriser l’accessibilité des personnes autistes aux études supérieures. Fédération québécoise de l’autisme.
Fichten, C. S., Nguyen, M. N., King, L., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Budd, J., Raymond, O., Juhel, J.-C. et Asuncion, J. (2013). Portrait de l’utilisation des TIC par les collégiens ayant des troubles d’apprentissage, les bons lecteurs et les très faibles lecteurs. Pédagogie collégiale, 26(4), 38-42.
Fichten, C. S., Nguyen, M. N., King, L., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Budd, J., Raymond, O., Juhel, J.-C. et Asuncion, J. (2013). Information and communication technology profiles of college students with learning disabilities and adequate and very poor readers. Journal of Education and Learning, 2(1), 176-188.
Raymond, O. (2012). Inclusion: Yesterday and today. Pédagogie collégiale, 25(4), 4-8.
Raymond, O. (2012). Overview of an inter-level project. Pédagogie collégiale, 25(4), 16-19.
Raymond, O. (2012). Understanding terms and expressions in our special report (Summer 2012 issue of Pédagogie collégiale) [dépliant]. Pédagogie collégiale, 25(4).
Jorgensen, S., Fichten, C. S. et Havel, A. (2012). Are students who are satisfied with their college experience more likely to stay in school? Links between satisfaction, grades, gender, and disability. Pédagogie collégiale, 25(4), 38-44.
Fichten, C. S., King, L., Nguyen, M. N., Barile, M., Havel, A., Mimouni, Z., Chauvin, A., Budd, J., Raymond, O. et Juhel, J.-C. (2012). Using information and communication technologies to improve college success for students with learning disabilities. Pédagogie collégiale, 25(4), 32-37.
Barile, M., Nguyen, M. N., Havel, A. et Fichten, C. S. (2012). Universal design of instruction: A win-win situation! Pédagogie collégiale, 25(4), 20-22.
Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M. et Amsel, R. (2012). Social media use by students with disabilities. Academic Exchange Quarterly, 16(1), 30-35. Choix du rédacteur en chef.
Fichten, C. S., Asuncion, J. V., Wolforth, J., Barile, M., Budd, J., Martiniello, N. et Amsel, R. (2012). Information and communication technology related needs of college and university students with disabilities. Research in Learning Technology, 20, 323-344.
Raymond, O. (2012). Quelques termes et expressions utiles pour la lecture du dossier thématique du numéro de juin 2012 de Pédagogie collégiale [dépliant]. Pédagogie collégiale, 25(4).
Raymond, O. (2012). Panorama d’un projet interordres. Pédagogie collégiale, 25(4), 16-19.
Raymond, O. (2012). L’inclusion d’hier à demain. Pédagogie collégiale, 25(4), 4-8.
Jorgensen, S., Fichten, C. S. et Havel, A. (2012). Les élèves satisfaits de leur expérience collégiale sont-ils plus enclins à persévérer dans leurs études? Liens entre la satisfaction, les notes, le genre et la présence ou non d’incapacité. Pédagogie collégiale, 25(4), 38-44.
Fichten, C. S., King, L., Nguyen, M. N., Barile, M., Havel, A., Chauvin, A., Budd, J., Mimouni, Z., Raymond, O. et Juhel, J.-C. (2012). Utiliser les technologies de l’information et de la communication afin d’améliorer la réussite collégiale des étudiants ayant des troubles d’apprentissage. Pédagogie collégiale, 25(4), 32-37.
Barile, M., Nguyen, M. N., Havel, A. et Fichten, C. S. (2012). L’accessibilité universelle en pédagogie : des avantages pour toutes et pour tous! Pédagogie collégiale, 25(4), 20-22.
Fichten, C. S., Jorgensen, S., Havel, A., Barile, M., Ferraro, V., Landry, M.-E., Fiset, D., Juhel, J.-C., Chwojka, C., Nguyen, M. N. et Asuncion, J. V. (2012). What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities. Disability and Rehabilitation, 34(11), 917-924.
Barile, M., Fichten, C. S., Ferraro, V., Jorgensen, S. et Havel, A. (2012). Employment opportunities for graduates with disabilities: A step forward. Review of Disability Studies: An International Journal, 8(4), 46-56.
Barile, M., Fichten, C. S. et Asuncion, J. V. (2012). Enhancing human rights: Computer and information technologies with access for all. International Journal of Social and Humanistic Computing, 1(4), 396-407.
Nguyen, M. N., Fichten, C. S. et Budd, J. (2011). Le développement de l’échelle POSITIVES : satisfaction des étudiants en situation de handicap concernant les technologies de l’information et de la communication. Revue des sciences de l’éducation, 37(3), 617-637.
Asuncion, J. V., Fichten, C. S., Ferraro, V., Barile, M., Nguyen, M. N. et Wolforth, J. (2010). Multiple perspectives on the accessibility of eLearning in Canadian colleges and universities. Assistive Technology Journal, 22(4), 187-199.
Fichten, C. S., Asuncion, J. V., Nguyen, M. N., Budd, J. et Amsel, R. (2010). The POSITIVES Scale: Development and validation of a measure of how well the ICT needs of students with disabilities are met. Journal of Postsecondary Education and Disability, 23(2), 137-154.
Fichten, C. S., Nguyen, M. N., Asuncion, J. V., Barile, M., Budd, J., Amsel, R. et Libman, E. (2010). Information and communication technology for French and English speaking postsecondary students with disabilities: What are their needs and how well are these being met? Exceptionality Education International, 20(1), 2-17.
Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., Klomp, R. et Wolforth, J. (2009). Disabilities and e-learning problems and solutions: An exploratory study. Educational Technology and Society, 12(4), 241-256.
Fichten, C. S., Asuncion, J. V., Barile, M., Ferraro, V. et Wolforth, J. (2009). Accessibility of eLearning, computer and information technologies to students with visual impairments in postsecondary education. Journal of Visual Impairment and Blindness, 103(9), 543-557.
Jorgensen, S., Fichten, C. S. et Havel, A. (2009). Academic success of graduates with and without disabilities – A comparative study of university entrance scores. Pédagogie collégiale, 22(5), numéro spécial, 26-29.
Ferraro, V., Fichten, C. S. et Barile, M. (2009). Computer use by students with disabilities. Pédagogie collégiale, 22(5), numéro spécial, 20-25.
Nguyen, M. N., Fichten, C. S. et Barile, M. (2009). Les besoins technologiques des élèves handicapés du postsecondaire sont-ils satisfaits? Résultats de l’utilisation de L’Échelle d’accessibilité des technologies informatiques adaptatives pour les élèves handicapés au postsecondaire (SAITAPSD). Pédagogie collégiale, 22(2), 6-11.
Fichten, C. S., Nguyen, M. N., Barile, M. et Asuncion, J. (2007). Scale of Adaptive Information Technology Accessibility for Postsecondary Students with Disabilities (SAITAPSD): A preliminary investigation. Journal of Postsecondary Education and Disability, 20(1), 54-75.
Barile, M. (2006). Approche systémique et point de vue des femmes handicapées. Chronique féministe, numéro spécial 95-97, 93-99.
Barile, M., Fichten, C. S., Ferraro, V. et Judd, D. (2006). Ice storm experiences of persons with disabilities: Knowledge is safety. Review of Disability Studies, 2(3), 35-49.
Nguyen, M. N., Fichten, C. S., Barile, M. et Lévesque, J. A. (2006). Facilitateurs et obstacles à la réussite des étudiants handicapés. Pédagogie collégiale, 19(4), 20-26.
Nguyen, M. N., Fichten, C. S., Barile, M. et Lévesque, J. A. (2006). Facilitators and obstacles to success for students with disabilities. Pédagogie collégiale, 19(4a), 16-22.
Fichten, C. S., Schipper, F. et Cutler, N. (2005). Does volunteering with children affect attitudes toward adults with disabilities? A prospective study of unequal contact. Rehabilitation Psychology, 50(2), 164-173.
Jorgensen, S., Fichten, C. S., Havel, A., Lamb, D., James, C. et Barile, M. (2005). Academic performance of college students with and without disabilities: An archival study. Canadian Journal of Counselling, 39(2), 101-117.
Fossey, M. E., Asuncion, J. V., Fichten, C. S., Robillard, C., Barile, M., Amsel, R., Prezant, F. et Morabito, S. (2005). Development and validation of the Accessibility of Campus Computing for Students with Disabilities Scale: Service providers’ perspective. Journal of Postsecondary Education and Disability, 18(1), 23-33.
Fichten, C. S., Asuncion, J. V., Barile, M., Fossey, M. E., Robillard, C., Judd, D., Wolforth, J., Senécal, J., Généreux, C., Guimont, J. P., Lamb, D. et Juhel, J.-C. (2004). Access to information and instructional technologies in higher education I: Disability service providers’ perspective. Journal of Postsecondary Education and Disability, 17(2), 114-133.
Asuncion, J. V., Fichten, C. S., Barile, M., Fossey, M. E. et Robillard, C. (2004). Access to information and instructional technologies in higher education II: Practical recommendations for disability service providers. Journal of Postsecondary Education and Disability, 17(2), 134-137.
Asuncion, J. V. et Fichten, C. S. (2003). Are you considering all students, including those with disabilities, when planning for technology integration? Educational Technology, 43(5), 49-52.
Barile, M. (2003). Globalization and ICF eugenics: Historical coincidence or connection? The more things change the more they stay the same. Disability Studies Quarterly, 23(2), 223-238.
Fichten, C. S., Asuncion, J. V., Barile, M., Robillard, C., Fossey, M. E. et Lamb, D. (2003). Canadian postsecondary students with disabilities: Where are they? Canadian Journal of Higher Education, 33(3), 71-114.
Fichten, C. S., Barile, M. et Asuncion, J. V. (2003). Computer technologies and postsecondary students with disabilities: Implications of recent research for rehabilitation psychologists. Rehabilitation Psychology, 48(3), 207-214.
Jorgensen, S., Fichten, C. S., Havel, A., Lamb, D., James, C. et Barile, M. (2003). Students with and without disabilities at Dawson College graduate at the same rate. The Journal for Vocational Special Needs Education, 25(2-3), 44-46.
Fichten, C. S., Asuncion, J. V., Robillard, C., Fossey, M. E. et Barile, M. (2003). Accessible computer technologies for students with disabilities in Canadian higher education. Canadian Journal of Learning and Technology, 29(2), 5-34.
Asuncion, J., Fichten, C. S., Fossey, M. et Barile, M. (2002). Dialoguing with developers and suppliers of adaptive computer technologies: Data and recommendations. Universal Access in the Information Society, 1(3), 177-196.
Barile, M. (2002). Individual-systemic violence: Disabled women’s standpoint. Journal of International Women’s Studies, 4(1), 1-14.
Barile, M. (2001). Disablement and the feminisation of poverty. Women in Action, 2, 49-53.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E. et Robillard, C. (2001). Computer technologies for postsecondary students with disabilities I: Comparison of student and service provider perspectives. Journal of Postsecondary Education and Disability, 15(1), 28-58.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E., Robillard, C. et Wolforth, J. (2001). Computer technologies for postsecondary students with disabilities II: Resources and recommendations for postsecondary service providers. Journal of Postsecondary Education and Disability, 15(1), 59-82.
Fichten, C. S., Asuncion, J., Barile, M., Généreux, C., Fossey, M., Judd, D., Robillard, C., De Simone, C. et Wells, D. (2001). Technology integration for students with disabilities: Empirically based recommendations for faculty. Educational Research and Evaluation, 7(2-3), 185-221.
Barile, M. (2000). Understanding the personal and political role of multiple minority status. Disability Studies Quarterly, 20(2), 123-128.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E. et De Simone, C. (2000). Access to educational and instructional computer technologies for postsecondary students: Lessons from three empirical studies. Journal of Educational Media, 25(3), 179-201.
Fichten, C. S., Barile, M., Asuncion, J. V. et Fossey, M. E. (2000). What government, agencies, and organizations can do to improve access to computers for postsecondary students with disabilities: Recommendations based on Canadian empirical data. International Journal of Rehabilitation Research, 23(3), 191-199.
Amsel, R. et Fichten, C. S. (1998). Recommendations for self-statement inventories: Use of valence, endpoints, frequency and relative frequency. Cognitive Therapy and Research, 22(3), 255-277.
Fichten, C. S., Amsel, R., Robillard, K., Sabourin, S. et Wright, J. (1997). Personality, attentional focus, and novelty effects: Attitudes toward peers with disabilities. Rehabilitation Psychology, 42(3), 209-230.
Fichten, C. S., Lennox, H., Robillard, K., Wright, J., Sabourin, S. et Amsel, R. (1996). Attentional focus and attitudes toward peers with disabilities: Self focusing and a comparison of modeling and self-disclosure. Journal of Applied Rehabilitation Counseling, 27(4), 30-39.
