Individual-systemic violence: Disabled women’s standpoint.
Barile, M. (2002). Individual-systemic violence: Disabled women’s standpoint. Journal of International Women’s Studies, 4(1), 1-14.
Disablement and the feminisation of poverty.
Barile, M. (2001). Disablement and the feminisation of poverty. Women in Action, 2, 49-53.
Computer technologies for postsecondary students with disabilities I: Comparison of student and service provider perspectives.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E., & 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.
Computer technologies for postsecondary students with disabilities II: Resources and recommendations for postsecondary service providers.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E., Robillard, C., & 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.
Technology integration for students with disabilities: Empirically based recommendations for faculty.
Fichten, C. S., Asuncion, J., Barile, M., Généreux, C., Fossey, M., Judd, D., Robillard, C., De Simone, C., & Wells, D. (2001). Technology integration for students with disabilities: Empirically based recommendations for faculty. Educational Research and Evaluation, 7(2-3), 185-221.
Understanding the personal and political role of multiple minority status.
Barile, M. (2000). Understanding the personal and political role of multiple minority status. Disability Studies Quarterly, 20(2), 123-128.
Access to educational and instructional computer technologies for postsecondary students with disabilities: Lessons from three empirical studies.
Fichten, C. S., Asuncion, J., Barile, M., Fossey, M. E., & De Simone, C. (2000). Access to educational and instructional computer technologies for postsecondary students with disabilities: Lessons from three empirical studies. Journal of Educational Media, 25(3), 179-201.
What government, agencies, and organizations can do to improve access to computers for postsecondary students with disabilities: Recommendations based on Canadian empirical data.
Fichten, C. S., Barile, M., Asuncion, J. V., & 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.
Recommendations for self-statement inventories: Use of valence, endpoints, frequency and relative frequency.
Amsel, R., & 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.
Personality, attentional focus, and novelty effects: Attitudes toward peers with disabilities.
Fichten, C. S., Amsel, R., Robillard, K., Sabourin, S., & Wright, J. (1997). Personality, attentional focus, and novelty effects: Attitudes toward peers with disabilities. Rehabilitation Psychology, 42(3), 209-230.