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Disability and Equity in Education Commons

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Educating Students With Visual Impairments In The General Education Setting, Kerri Janae Johnson-Jones 2017 University of Southern Mississippi

Educating Students With Visual Impairments In The General Education Setting, Kerri Janae Johnson-Jones

Dissertations

This research study was aimed at describing the experiences of visually impaired students and their teachers about their experiences within the general education setting. The purpose of this study was to collect and report interview data, corroborated with observational data in order to provide rich, descriptive data based on the participants’ experiences. A case study approach was used to gather the data in a naturalistic setting. In this case study, all student participants were individuals with visual impairments along the spectrum of being legally blind.

Findings of this study revealed four emerging themes that produced evidence of the unique participant ...


Teaching Irish Sign Language In Contact Zones: An Autoethnography, Noel Patrick O'Connell 2017 Mary Immaculate College

Teaching Irish Sign Language In Contact Zones: An Autoethnography, Noel Patrick O'Connell

The Qualitative Report

The central purpose of this autoethnographic study is to provide an account of my experiences as a deaf teacher teaching Irish Sign Language (ISL) to hearing students in a higher education institution. My cultural and linguistic background and personal history guided the way I interacted with students who found themselves confronted by a unique culture quite separate from what they had known before. By engaging in autoethnographic journal writing recorded over a period of three months, I reveal the complex social and historical relations manifested in the contact between deaf and hearing cultures in the classroom. More specifically, I consider ...


Experience And Enjoy Therapeutic West African Drumming, Danny S. Daniels 2017 Youth Villages

Experience And Enjoy Therapeutic West African Drumming, Danny S. Daniels

National Youth-At-Risk Conference Savannah

This presentation is designed to introduce the benefits of a therapeutic West African drumming program to educators and mental health professionals. Participants will engage in a basic drumming class where they will experience the academic and socio-emotional benefits of drumming while practicing an African rhythm. How to relate American School Counselor Association (ASCA) standards as well as Georgia Performance Standards (GPS) and Common Core Georgia Performance Standards (CCGPS) will be explained and demonstrated by the presentation facilitators.


Student Voice: The Beacon In Our Journey To School Improvement, Yolanda Stanislaus, Helen J. Webster, Beth W. Hester 2017 Montgomery County Public Schools

Student Voice: The Beacon In Our Journey To School Improvement, Yolanda Stanislaus, Helen J. Webster, Beth W. Hester

National Youth-At-Risk Conference Savannah

Is it possible to reduce the achievement gap simply by implementing effective instructional practices? Francis Scott Key Middle School in Montgomery County Maryland learned that building the cultural proficiency of teachers had to move beyond strategies. Francis Scott Key’s Student Voice Project helped both teachers and students transform their thinking about instruction, communication, and school improvement.


Teaching Sweet (Students Who Have Experienced Extreme Trauma), Mavis J. Averill 2017 Boyle Street Education Centre

Teaching Sweet (Students Who Have Experienced Extreme Trauma), Mavis J. Averill

National Youth-At-Risk Conference Savannah

High school youth who live in the inner city, many of First Nations, Metis and Inuit (FNMI) descent, have traditionally had struggles within school systems. Many have had a great deal of personal trauma in their lives. This presentation subscribes to the idea that the trauma they have experienced has affected them in a way, which compromises learning and causes students to be continually distracted from their classroom lessons. The presentation will illustrate how to work with these youth using trauma-informed teaching practices to support their emotional, behavioural, mental and spiritual well being.


How Cinema Excerpts Enhance A Culturally Relevant Responsive-Value Driven Pedagogy, Sunni Ali 2017 Northeastern Illinois University

How Cinema Excerpts Enhance A Culturally Relevant Responsive-Value Driven Pedagogy, Sunni Ali

Journal of Research Initiatives

Abstract

Most certainlygood styles of teaching” match the needs of students. As technology distractions within society grow more and more tearing students away from a classroom’s pedagogy, it becomes even more important today for teachers to find effective ways to engage students. Cinema clips is one-way educators can apply a cultural value driven pedagogy to connect students to lessons. For one, the use of cinema clips allows teachers to use multi-media resources to translate or deconstruct a lesson through video and auditory mechanism. Furthermore, it offers a differentiated style of teaching for students. What makes the use of ...


Educators Voices From Integrated Writing And Problem Solving Common Core Workshop, Karen T. Jackson, Penny Wallin, Anna K. Lee 2017 North Carolina A & T State University

Educators Voices From Integrated Writing And Problem Solving Common Core Workshop, Karen T. Jackson, Penny Wallin, Anna K. Lee

Journal of Research Initiatives

This article provides an opportunity to discuss and examine information gathered during a focus group of K-12 educators involved in an integrated writing and problem solving workshop. Findings demonstrate that some educators are frustrated by the culture of testing versus the culture of learning that exist as a result of the Common Core Standards implementation. Educators are eager to learn and implement new ways of learning in order to promote deeper learning and critical thinking skills. Strategies and recommendations for providing support and resources for educators to meet the expectations to prepare students to be college and career ready are ...


Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D. 2017 Fayetteville State University

Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D.

Journal of Research Initiatives

The authors of this essay revisit what Special Education for students with disabilities in schools was intended to be in the post-Individuals with Disabilities Education Act (IDEA) era. They highlight the similarities in pressures and concerns which have plagued, and still plague, the field of Special Education across the last two decades, including issues related to funding and teacher preparation. The authors challenge readers with the statement that, “Now is the time to ask hard questions about the efficacy of special education efforts.” To respond to the title question of the essay, they pose a set of questions based upon ...


Accommodations At Uno; What You Don't See, Steph Hengen 2017 University of Nebraska at Omaha

Accommodations At Uno; What You Don't See, Steph Hengen

Student Research and Creative Activity Fair

At the primary and secondary levels, students with disabilities receive supports by law through Individualized Education Programs (IEPs) and 504 Plans. However, students with disabilities at the post-secondary level are typically required to self-identify and request supports independently (Getzel and Thoma, 2008). This poster describes the demographics of students who were registered with the Accessibility Services Center at the University of Nebraska-Omaha in the Spring of 2016. Those who attend this poster session will have a better understanding of the population who receive support through the Accessibility Services Center and what that support looks like.


Disability In Higher Education: A Social Justice Approach, Nancy Evans, Ellen Melissa Broido, Kirsten R. Brown, Autumn Wilke 2017 Bowling Green State University - Main Campus

Disability In Higher Education: A Social Justice Approach, Nancy Evans, Ellen Melissa Broido, Kirsten R. Brown, Autumn Wilke

Kirsten R. Brown, Ph.D.

Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents ...


From The Co-Editors..., Todd Pagano 2017 Rochester Institute of Technology

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


A Universal Design For Robotics Education, Mustafa Şahin Bülbül 2017 Kafkas University, Kars

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs ...


Beyond Laggards And Morons: The Complicated World Of Special Education, Robert L. Osgood 2017 St. Norbert College

Beyond Laggards And Morons: The Complicated World Of Special Education, Robert L. Osgood

Education's Histories

Robert L. Osgood responds to Benjamin Kelsey Kearl's biographical approach to special education in "Of Laggards and Morons."


A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei 2017 Children's Hospital of Philadelphia

A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei

Occasional Paper Series

Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.


Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson 2017 Nebraska Methodist College

Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson

Occasional Paper Series

Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.


I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark 2017 New York City Public Schools

I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark

Occasional Paper Series

Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the “grammar” of schooling—that is, they stand out for their differences.


Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein 2017 Castle Bridge Elementary School

Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein

Occasional Paper Series

Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.


Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson 2017 University of Newcastle

Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson

Occasional Paper Series

Provides an inside look into what the Australian government calls “inclusive learning communities.” This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three “inclusive” early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen’s study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions.


The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks 2017 Teachers College, Columbia University

The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks

Occasional Paper Series

Tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas’s wondrously playful universe. The magic of Lucas’s unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD).


Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander 2017 Hunter College, City University of New York

Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander

Occasional Paper Series

Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.


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