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Full-Text Articles in Education
Centering Culturally Relevant And Sustaining Special Education Preparation, Taucia Gonzalez, Saili Kulkarni, Adai Tafera
Centering Culturally Relevant And Sustaining Special Education Preparation, Taucia Gonzalez, Saili Kulkarni, Adai Tafera
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Toward Disability Centered Culturally Sustaining Pedagogies In Teacher Education, Saili Kulkarni, Amanda Miller, Emily Nusbaum, Holly Pearson, Lydia Brown
Toward Disability Centered Culturally Sustaining Pedagogies In Teacher Education, Saili Kulkarni, Amanda Miller, Emily Nusbaum, Holly Pearson, Lydia Brown
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
In Our Own Words: Special Education Teachers Of Color With Dis/Abilities, Saili Kulkarni, Samuel Bland, Joanna Gaeta
In Our Own Words: Special Education Teachers Of Color With Dis/Abilities, Saili Kulkarni, Samuel Bland, Joanna Gaeta
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
From What Is Toward What If Through Intersectionality Problematizing Ableist Erasures And Coloniality In Racially Just Research.Pdf, Phillip Boda, Emily Nusbaum, Saili Kulkarni
From What Is Toward What If Through Intersectionality Problematizing Ableist Erasures And Coloniality In Racially Just Research.Pdf, Phillip Boda, Emily Nusbaum, Saili Kulkarni
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Discrit At The Margins Of Teacher Education: Informing Curriculum, Visibilization, And Disciplinary Integration, Saili Kulkarni, Emily Nusbaum, Phillip Boda
Discrit At The Margins Of Teacher Education: Informing Curriculum, Visibilization, And Disciplinary Integration, Saili Kulkarni, Emily Nusbaum, Phillip Boda
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Playing Together: A Call For Multiple Stakeholders To Reduce Exclusionary And Harsh Discipline For Young Bicoc With Disabilities, Saili Kulkarni
Playing Together: A Call For Multiple Stakeholders To Reduce Exclusionary And Harsh Discipline For Young Bicoc With Disabilities, Saili Kulkarni
Faculty Research, Scholarly, and Creative Activity
Punitive disciplinary actions deny Black, Indigenous,2 Children of Color (BICOC) with disabilities from access to meaningful instruction and increase their risks for truancy, dropping out, and incarceration. At the intersection of race, disability, and discipline, this paper is a call to action for research and practices that bring together stakeholders and co-constructed, local solutions to exclusionary disciplinary practices affecting BICOC with disabilities. Specifically, we assert that efforts to reduce disproportionately racist responses to the challenging behaviors of young BICOC with disabilities (birth through age 8) cannot be solved with a single intervention strategy or simplistic approaches. Instead, we highlight the …
Journey As A Special Education Teacher Of Color With Dis/Abilities, Saili Kulkarni
Journey As A Special Education Teacher Of Color With Dis/Abilities, Saili Kulkarni
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
Teachers Of Color Implementing Restorative Justice Practices In Elementary Schools, Saili Kulkarni, Melanie Chong
Teachers Of Color Implementing Restorative Justice Practices In Elementary Schools, Saili Kulkarni, Melanie Chong
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
Faculty Research, Scholarly, and Creative Activity
Little is understood about how children attend to and learn from gaze when learning new words, and whether gaze confers any benefits beyond word mapping. We examine whether 6- to 11-year-old typically-developing children (n = 43) and children with Autism Spectrum Disorder (n = 25) attend to and learn with gaze differently from another directional cue, an arrow cue. An eye-tracker recorded children’s attention to videos while they were taught novel words with a gaze cue or an arrow cue. Videos included objects when they were static or when they were manipulated to demonstrate the object’s function. Word learning was …
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith, Colette Rabin
Countering Deficit Thinking About Neurodiversity Among General Education Teacher Candidates: A Case Discussion Approach, Grinell Smith, Colette Rabin
Faculty Research, Scholarly, and Creative Activity
We have observed that many of the multiple-subjects teacher credential candidates in our program often reveal deficit views of autistic children. This report provides an example of how we help credential candidates learn to reframe deficit thinking about neurodiversity via the examination, discussion, and dramatization of a collection of dilemma-based case stories designed to help our students unearth preconceptions and engage in shared inquiry. One strength of this approach is that it asks candidates to develop specific and realistic plans of action, to adopt a care ethic requiring them to think and act from the perspective of the child, to …