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Articles 1 - 11 of 11
Full-Text Articles in Education
Disabilities, Identity, And Success At Law School, Andrew Palos
Disabilities, Identity, And Success At Law School, Andrew Palos
Master's Theses
West Coast Law School, a pseudonym for a medium sized law school, is the subject of a qualitative case study with the focus of the case study on the experiences of students with disabilities. The case study was conducted in as a single-site setting with only one law school being the subject of the research. Students, staff and faculty were interviewed to offer several perspectives of the law school and the environment it created for students with disabilities. Research questions for this thesis focused on potential obstacles to success for students with disabilities, students with disabilities of color and structural …
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish
Dissertations, Theses, and Capstone Projects
Deficit-model pedagogies too often abound in our writing classrooms, in everything from punitive attendance policies to content selection and course design methodologies that inadvertently favor students whose bodies fit a white supremacist, ableist norm. I develop conceptions of fandom and consent-based pedagogical practices, and I argue that these can bring us closer to radical solace in our college writing classrooms, particularly when our classrooms are full of variously marginalized students. These students too often must endure deficit-model pedagogies that assume inexpert writing styles in both their written compositions and, indeed, in the very composition of their bodies. What happens, I …
The Impact Of Neoliberal School Choice Reforms On Students With Disabilities: Perspectives From New York City, Jessica Bacon
The Impact Of Neoliberal School Choice Reforms On Students With Disabilities: Perspectives From New York City, Jessica Bacon
Department of Teaching and Learning Scholarship and Creative Works
This disability studies in education informed study unpacks effects of neoliberal reforms on students with disabilities in New York City schools. These reforms proliferated small themed schools, dismantled many large schools, and required students to apply to high school. This multi-site case study researched two high schools, one large and one small, with data from interviews and document review. Findings reveal how reforms forced large schools to accept many marginalized students with disabilities, while small schools employed tactics to avoid accepting many students with disabilities seen as having intensive needs. Finally, contextual analysis reveals how larger city politics perpetuated segregative …
A Disability Studies In Education Analysis Of The Edtpa Through Teacher Candidate Perspectives, Jessica Bacon, Sheila Blachman
A Disability Studies In Education Analysis Of The Edtpa Through Teacher Candidate Perspectives, Jessica Bacon, Sheila Blachman
Department of Teaching and Learning Scholarship and Creative Works
This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and …
Reimagining Ability, Reimagining America: Teaching Disability In United States History Classes, Maya L. Steinborn
Reimagining Ability, Reimagining America: Teaching Disability In United States History Classes, Maya L. Steinborn
Master's Projects and Capstones
In service to the FAIR Education Act (2012) and the awareness-raising mission of the Convention on the Rights of Persons with Disabilities (2008), this project reviews historical and educational literature about disability in the United States and provides a curriculum guide for teaching Human Rights Education (HRE) and disability studies (DS) at the high school level in California. This project traces the historical development of deficit attitudes toward disability back to the colonial era, uncovering the dichotomy between the vast resources in DS and the ableist omission of disability from K-12 curricula. Survey data and interviews further show how teachers …
From Advocacy To Activism: Families, Communities, And Collective Change, Janet Story Sauer, Priya Lalvani
From Advocacy To Activism: Families, Communities, And Collective Change, Janet Story Sauer, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
Although countries across the globe support the United Nations Convention on the Rights of Persons with Disabilities (2006), when faced with competing economic priorities, their policies and practices too often negatively impact children with disabilities and their families (Ferguson,). Current social and educational structures are implicated in inequitable services, particularly for those families from nondominant languages and minority racial and ethnic groups (McCall & Skrtic, Ong-Dean,). Recognizing the importance of contexts and power imbalances, we posit that the broader communities in which families live and that determine the opportunities they are afforded, should be explicitly addressed when evaluating a family's …
Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz
Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz
Occasional Paper Series
This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.
Disability, Stigma And Otherness: Perspectives Of Parents And Teachers, Priya Lalvani
Disability, Stigma And Otherness: Perspectives Of Parents And Teachers, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of …
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
In this qualitative study, 19 mothers discussed the education of their children with Down syndrome. Mothers reflected on their expectations and perceptions of different educational environments, focussing particularly on their understanding of inclusive education. The findings suggest that mothers beliefs and decisions related to the education of their children with Down syndrome were embedded in culturally constructed notions of normalcy and stigma. Their support for particular educational programmes was inextricably linked with their understanding of the sociocultural meaning of Down syndrome. Findings revealed the existence of institutional resistance to inclusive education as well as dominant educational discourses that positioned students …
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Department of Teaching and Learning Scholarship and Creative Works
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in …
Disability Studies In Education: The Need For A Plurality Of Perspectives On Disability, Susan Baglieri, Jan W. Valle, David J. Connor, Deborah J. Gallagher
Disability Studies In Education: The Need For A Plurality Of Perspectives On Disability, Susan Baglieri, Jan W. Valle, David J. Connor, Deborah J. Gallagher
Department of Teaching and Learning Scholarship and Creative Works
This article asserts that the field of special education, historically founded on conceptions of disability originating within scientific, psychological, and medical frame works, will benefit from acknowledging broader understandings of disability. Although well intended, traditional understandings of disability in special education have inadvertently inhibited the development of theory,limited research methods, narrowed pedagogical practice, and determined largely segregated policies for educating students with disabilities. Since the passage of P.L. 94-142, along with the growth of the Disability Rights Movements, meanings of disability have expanded and evolved, no longer constrained to the deficit-based medical model. For many individuals, disability is primarily best …