Education Commons^™

Inclusive Pedagogy: Connecting Disability And Race In Higher Education, Meredith Persin

All Theses

Higher education was never made for marginalized people. The academy was created based on the privileged white, able-bodied, males who preoccupied higher education for the longest time. While that has certainly changed over the years, the institution itself is still in the past resulting in BIPOC students and disabled students continuing to struggle within higher education. While instructors have begun to take interest in the need for inclusive pedagogy within the last decade, it still has a far way to come in order to help the marginalized students with intersecting identities and students who may not benefit from a one …

A Cord Of Many Strands: A Case Study Of Inclusive Practice Within The Archdiocese Of Los Angeles, Patrick James Allison

LMU/LLS Theses and Dissertations

The foundational philosophy of Catholic schools impels them toward inclusive practice. Scholars have repeatedly established that a moral mandate exists in Catholic Social Teaching for Catholic schools to include all students. However, students with disabilities have traditionally been excluded from Catholic school settings due perceived resource constraints, lack of practitioner skill, and the disposition that students with disabilities are better served in public schools. Many Catholic schools have made tremendous progress in inclusive practice, and stand at the forefront of this work, but these efforts have not been replicated at scale.

The purpose of this study was to explore how …

Head Start Teachers' Descriptions Of Inclusion, Lawanda Katrina Lovett-Cunningham

Walden Dissertations and Doctoral Studies

AbstractA Head Start program in Southeast Georgia, teachers were struggling to provide appropriate services to students with special needs (SWSN) in inclusive settings. The purpose of this study was to explore Head Start teacher descriptions of their roles and the barriers that inhibit implementation of inclusive education for SWSN. McKenzie and Zascavage’s model of inclusion formed the conceptual framework that guided this study. The research questions for this study addressed teacher descriptions of their roles and the barriers that inhibit the implementation of inclusive teaching strategies. A basic qualitative design was used to capture the insights of 12 purposefully selected …