Underwood, K., Frankel, E., Parekh, G., & Janus, M. (2019). Transitioning work of families: Understanding trans-institutional power in early childhood programs and services. Exceptionality Education International, 29(3), 135-153.

Underwood, K., Ineese-Nash, N., & Haché, A. (2019). Colonialism in early education, care, and intervention: A knowledge synthesis. Journal of Childhood Studies, 44(4), 21-35. DOI: 10.18357/jcs444201919209

Frankel, E., Chan, C., & Underwood, K. (2019). Inclusion is an experience, not a placement. ECELink, 3(1), 24-34.

Underwood, K., Smith, A., & Martin, J. (2018). Institutional mapping as a tool for resource consultation. Journal of Early Childhood Research, 1-11. DOI: 10.1177/1476718X18818205  

Underwood, K., Frankel, E., Spalding, K. & Brophy, K. (2018). Is the right to early intervention being honoured? A study of family experiences with early childhood studies. Canadian Journal of Children’s Rights, 5(1), 56-70. DOI: 10.22215/cjcr.v5i1.1226

Ineese-Nash, N., Bomberry, Y., Underwood, K., & Haché, A. (2017) Raising a Child with Early Childhood
Disability Support Systems Shakonehya:ra’s ne shakoyen’okon:’a G’chi-gshkewesiwad binoonhyag ᑲᒥᓂᑯᓯᒼ ᑭᑫᑕᓱᐧᐃᓇ ᐊᐧᐊᔕᔥ ᑲᒥᓂᑯᓯᒼ ᑲᐧᐃᔕᑭᑫᑕᑲ: Ga-Miinigoowozid Gikendaagoosowin
Awaazigish Ga-Miinigoowozid Ga-Izhichigetan. Indigenous Policy Journal, 28(3),1–14. Available at

Book Chapters

Frankel, E., Underwood, K., & Powell, A. (in press). Early intervention for young children. In I. Brown & M. Percy (Eds.), Developmental Disabilities in Ontario (4th Ed.) Toronto: OADD.

Underwood, K., Church, K., & van Rhijn, T. (in press). Responsible for normal: The contradictory work of families. In S. Winton, Carpenter, & G. Parekh (Eds.), Critical Perspectives on Education Policy in Schools, Families, and Communities. November 15, 2017.

Underwood, K. (2019). Ein systemisches Verständnis inklusiver Kindheit: Das Projekt, Inclusive Early Childhood Service System` (IECSS). In D. Jahr & R. Kruschel (Eds.), Inklusion in Kanada- Internationale Perspektiven auf heterogenitätssensible Bildung (314-328). Germany: Beltz Juventa.


Benincasa, E., St. Dennis, A., & Caputo, V. with photographs by Xu, F. (2018). IECSS/Shaking the Movers Workshop Report:  Can disability be positive? Shaking the Movers. Ottawa, ON: Carleton University, October 13 & 14, 2018.

Underwood, K., Ineese-Nash, N., & Hache, A. (2017). Embedding Indigenous perspectives in early childhood education, care and intervention: A Knowledge Synthesis. Project report for a Social Sciences and Humanities Research Council Knowledge Synthesis Grant. Toronto: ON, Ryerson University.