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Disability and Equity in Education Commons

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Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles 2018 University of Toronto

Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles

Journal of Critical Thought and Praxis

The Canadian nation state is often applauded for its open and welcoming attitude towards Others. The Prime Minister of Canada has openly stated that “Diversity is our strength.” However, who gets in suggests who and what Canada values. Through the stories of Jazmine, Nico and Harold shared by Global News, I will illustrate how Canada continues to discriminate against people with disabilities. Using critical disability studies and critical race theory, I explore the assumptions the “excessive demand,” point system, and medical exam make in labelling and disregarding disabled applicants who are read as undesirable and unworthy. Finally, I reflect on ...


Bridging The Gap: Understanding Student Perspectives Of Mentally Healthy School Spaces In Alternative School Settings, Adam W. Jordan, Desmond Vaird, Allsion Reilly 2018 Assistant Professor

Bridging The Gap: Understanding Student Perspectives Of Mentally Healthy School Spaces In Alternative School Settings, Adam W. Jordan, Desmond Vaird, Allsion Reilly

National Youth-At-Risk Conference Savannah

This presentation, open to everyone but particularly designed for classroom teachers and school administrators, will offer the findings of a study focused on understanding alternative school students' perspectives on the components of a mentally healthy school space. Implications of the research will be shared in hopes that teachers and administrators will receive fresh ideas for innovating their classrooms and schools as more inclusive environments.


Alternative To Expulsion, Shauna Bock, Dan Wolf 2018 St. Paul Public Schools

Alternative To Expulsion, Shauna Bock, Dan Wolf

National Youth-At-Risk Conference Savannah

Dan and I would give an overview of the Alternative to Expulsion program, how we created it, how much it costs, how we do it. The target audience would be middle school and high school teachers, and administrators. We would discuss the differences between our elementary program and our middle/high school program. Dan and I have worked together a long time and have a great presentation style


Steering At Risk Students In The Right Direction On Life's Highway, Sheila Coats Mrs. 2018 W.O.R.K.S. A 2nd Chance

Steering At Risk Students In The Right Direction On Life's Highway, Sheila Coats Mrs.

National Youth-At-Risk Conference Savannah

The commitment of the W.O.R.K.S. Program is to educate our students for life, so they can maximize their potential and the totality of their lives: academically, spiritually, mentally, emotionally, and physically.


Building A Better Risk Prevention Model, Steven Hornyak 2018 Houston County Schools

Building A Better Risk Prevention Model, Steven Hornyak

National Youth-At-Risk Conference Savannah

This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.


Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner 2018 Georgia Gwinnett College

Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner

National Youth-At-Risk Conference Savannah

This session will offer teachers an in-depth understanding of mental health disorders, including basic information about these disorders, background information to assist in identifying early warning signs, and strategies for supporting students that may suffer from a mental health disorder. Teachers will learn classroom strategies that will foster a positive learning environment which will help to support these students


Working Together: Building K-12/College Mentor Partnerships To Support Students With Learning Differences, Tammy J. Graham, Renee N. Jefferson, Koy Mai, Christopher "Gage" Russell, Ashley Cannon, Mary Taylor 2018 The Citadel

Working Together: Building K-12/College Mentor Partnerships To Support Students With Learning Differences, Tammy J. Graham, Renee N. Jefferson, Koy Mai, Christopher "Gage" Russell, Ashley Cannon, Mary Taylor

National Youth-At-Risk Conference Savannah

In an interactive discussion with audience members, presenters will share ideas for developing positive mentor-mentee partnerships between K-12 schools and colleges; discuss the impact of two recently established mentor partnerships, as well as perspectives from college student mentors and K-12 teachers of student mentees with learning differences; collaboratively examine data to discuss potential program adaptations; and provide mentoring activities that audience members can utilize.


Using The Cluster Support Team And Multi-Tiered Systems Of Support To Provide Wraparound Services In A Large Urban School District, Sarah E. Coffey, Lorraine Stallworth, Tony Majors, Kay Higgs, LeTrecia Gloster, Yvette Carter, Keith Ekhator 2018 Metropolitan Nashville Public Schools

Using The Cluster Support Team And Multi-Tiered Systems Of Support To Provide Wraparound Services In A Large Urban School District, Sarah E. Coffey, Lorraine Stallworth, Tony Majors, Kay Higgs, Letrecia Gloster, Yvette Carter, Keith Ekhator

National Youth-At-Risk Conference Savannah

In this presentation, participants will learn how a large, urban school district utilizes the Cluster Support Team model and Multi-Tiered Systems of Support to provide wraparound services to include school counselors, social workers, behavior analysts, restorative practitioners, and mental health specialists. Participants will receive an overview of support services, and review data from the district.


Bull's Eye - Hitting The Target For Every Student!, Dianne M. Connolly Mrs., Sara Hastings Mrs. 2018 Elementary Principal

Bull's Eye - Hitting The Target For Every Student!, Dianne M. Connolly Mrs., Sara Hastings Mrs.

National Youth-At-Risk Conference Savannah

Hitting the reading target for every student requires precision, skill and practice. Learn how a dedicated Professional Learning Community of teachers, support staff, administration, and specialist created a targeted Tiered Reading System for all students. Shared mission + shared responsibility = shared success. Pentucket Lake school was recognized by the Massachusetts Commissioner of Education for their extensive turnaround work and closing the achievement gap. Participants will leave this session with the tools, videos, and training to implement this targeted instruction.


Trust Building Tools For Talking With Youth During Times Of Conflict, Bonnie C. Springer, Andrea Crist 2018 College of Charleston

Trust Building Tools For Talking With Youth During Times Of Conflict, Bonnie C. Springer, Andrea Crist

National Youth-At-Risk Conference Savannah

This presentation will provide tools and strategies for turning crisis into opportunity. The skills of Life Space Crisis Intervention provide helping adults faced with the extreme behavior of youth during times of crisis strategies which build trust and connections in meaningful and healing ways; turning crisis into opportunity for at risk youth to develop social responsibility and grow emotionally


The Effects Of Transition Programs On The Return To The Community From Residential Juvenile Justice Placement, Lacey C. Ray 2018 University of Georgia

The Effects Of Transition Programs On The Return To The Community From Residential Juvenile Justice Placement, Lacey C. Ray

National Youth-At-Risk Conference Savannah

This presentation is literature review of 25 studies evaluating the transitional process from correctional placement into the community by youth ages 10-22. The review emphasizes the connections between engagement, service dosage, academic and vocational training and recidivism, and barriers to reentry with a focus on implications for practitioners.


Being Invisible: Asian American And Pacific Islander Students On Campus, Julian Neely, Maeve McCloskey, Jazlyn Talley, Nayelie Valenzuela 2018 Iowa State University

Being Invisible: Asian American And Pacific Islander Students On Campus, Julian Neely, Maeve Mccloskey, Jazlyn Talley, Nayelie Valenzuela

Iowa State Conference on Race and Ethnicity (ISCORE)

As diversity and inclusion committees and administration change policies to become more inclusive, who’s invited to the conversation? In matters of diversity and race, Asian American and Pacific Islander (AAPI) students are often left out of the conversation at Iowa State University. This session will cover the issues that AAPI students face as both the “model minorities” (a stereotype of being academically advanced with high achievements in the STEM field and being complacent with issues of social justice) and “invisible minorities” (underrepresented in multiple aspects in society) at Iowa State. A content analysis of current diversity and inclusion policies ...


Is Anyone Listening? Starting A Conversation About African American Males’ Success In Higher Education, Benjamin Dralle, Emily Leaverton, Nayely Hurtado, Buena Lisa Saenthavy 2018 Iowa State University

Is Anyone Listening? Starting A Conversation About African American Males’ Success In Higher Education, Benjamin Dralle, Emily Leaverton, Nayely Hurtado, Buena Lisa Saenthavy

Iowa State Conference on Race and Ethnicity (ISCORE)

Research from across the United States indicates that African American males face unique personal, academic, and environmental challenges while striving to attain academic success in higher education. The purpose of this presentation is to evaluate and provide recommendations to improve the current state of African American male academic success at Iowa State, which is defined and assessed through retention and graduation rates. A review of current literature on the topic has illuminated issues faced by African American males at various higher education institutions. Our discussion will highlight the specific barriers to academic success that African American males face at Iowa ...


Lost Stories: Women Of Color At Iowa State University, Lemuel Anderson, Olivia Carrasco, Julian Duran, Adrian Gomez Paz, Fracis Jayoma, Kpandi Lumeh, Smeet Mistry, Carleen Silva, Andrew Whitehead 2018 Iowa State University

Lost Stories: Women Of Color At Iowa State University, Lemuel Anderson, Olivia Carrasco, Julian Duran, Adrian Gomez Paz, Fracis Jayoma, Kpandi Lumeh, Smeet Mistry, Carleen Silva, Andrew Whitehead

Iowa State Conference on Race and Ethnicity (ISCORE)

Name a woman of color who graduated and led change at Iowa State. What did they do? How did they impact an Iowa State that promoted the mission to create, share, and apply knowledge to make Iowa and the world a better place? In 1931, the first African American Woman graduated Iowa State University with a Masters degree in Home Economics Education. However, her story and the stories of so many other women of color have been forgotten. Iowa State University, as an institution has celebrated both women, and people of color, but have rarely publicly celebrated the accomplishments of ...


Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields 2018 Manhattanville College

Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields

Reading Horizons

What are indicators, or markers, of ‘inclusive’ reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogenous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes 'inclusion' in reading instruction. This study explores how two fourth grade friends – one labeled ‘struggling’ and one labeled ‘average’ by normative reading assessments – transgress classroom expectations around quiet, leveled reading behaviors while also facilitating each other’s inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that ...


Valuing Identity: My Experiences + Your Perception, Marcia Purdy 2018 Iowa State University

Valuing Identity: My Experiences + Your Perception, Marcia Purdy

Iowa State Conference on Race and Ethnicity (ISCORE)

Participants will gain understanding and knowledge of what creates their cultural lens. Participants will have a greater awareness of their own personal values and how their past has created their current perceptions, behaviors, and communications styles. Participants will be able to identify their own values and biases.


A Phenomenological Study: How College Students With Adhd Are Affected By Fragmentation And Disassociation, Melissa Hood 2018 Concordia University - Portland

A Phenomenological Study: How College Students With Adhd Are Affected By Fragmentation And Disassociation, Melissa Hood

Ed.D. Dissertations

Students with Attention Deficit Hyperactive Disorder (ADHD) struggle with more learning challenges than any other group of students; these individuals may experience spiritual fragmentation that impacts the effectiveness of academic program structure and learning outcomes. The purpose of this hermeneutic, phenomenological study was to explore college students with ADHD are affected by disassociation and fragmentation. The conceptual framework for this study was based on the constructionist theories of Maslow, Vygotsky, and Erikson. Purposeful sampling included 39 participants using a Qualtircs survey as the instrument. In addition, five of these parcipants were also interviewed. Data were analyzed through open, axial, and ...


Promoting Equity In Education: Understanding The Secondary Lived Experiences That Propelled Intellectually Disabled Students To Continue Their Education In College, Britta Davidson 2018 Brandman University

Promoting Equity In Education: Understanding The Secondary Lived Experiences That Propelled Intellectually Disabled Students To Continue Their Education In College, Britta Davidson

Dissertations

Purpose. The purpose of this ethnographic study was to investigate and describe the secondary school supports, experiences, and exposures of students with intellectual disabilities participating in post-secondary education settings in southern California, that were designed based on the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Methodology. This qualitative, ethnographic study investigated and described the secondary lived experiences of students with ID who currently attend or have attended one of the 263 PSE programs for students with ID that are included in the Think College Framework for Inclusive Higher Education. Convenience sampling was used because it reflected the available ...


From The Co-Editors..., Todd Pagano 2018 Rochester Institute of Technology

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


Designing A Summer Transition Program For Incoming And Current College Students On The Autism Spectrum: A Participatory Approach, Emily Hotez, Christina Shane-Simpson, Rita Obeid, Danielle DeNigris, Michael Siller, Corinna Costikas, Jonathan Pickens, Anthony Massa, Michael Giannola, Joanne D'Onofrio, Kristen Gillespie-Lynch 2018 CUNY Hunter College

Designing A Summer Transition Program For Incoming And Current College Students On The Autism Spectrum: A Participatory Approach, Emily Hotez, Christina Shane-Simpson, Rita Obeid, Danielle Denigris, Michael Siller, Corinna Costikas, Jonathan Pickens, Anthony Massa, Michael Giannola, Joanne D'Onofrio, Kristen Gillespie-Lynch

Publications and Research

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by ...


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