Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Special Education and Teaching (4)
- Disability and Equity in Education (3)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Secondary Education (2)
- Teacher Education and Professional Development (2)
-
- Accessibility (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Disability Studies (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Educational Methods (1)
- Educational Psychology (1)
- Higher Education and Teaching (1)
- Science and Mathematics Education (1)
- Secondary Education and Teaching (1)
- Social and Behavioral Sciences (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Theses and Dissertations
The outcomes presented in this dissertation were motivated by a scarcity of research that explores self-determination practices explicitly within inclusive classrooms. Three overarching goals motivated my research. The first was to understand what inclusion teachers know and do in relation to self-determination (Chapter 2). The second was to understand how their practices align with existing knowledge about self-determination in the field (Chapter 3). Finally, I sought to create an accessible, research-based tool tailored to inclusion teachers who seek to support their students in developing self-determination skills (Chapter 4). To achieve these goals, I designed an investigation using a case-study design …
Disrupting Inequitable Practices In Special Education: Privileging Student And Family Voices, Armineh E. Hallaran
Disrupting Inequitable Practices In Special Education: Privileging Student And Family Voices, Armineh E. Hallaran
Theses and Dissertations
Black, Latinx, and other minoritized students have long been overrepresented in the high-incidence, subjective, disability classifications including Learning Disability, Speech and Language Impairment, Emotional Disturbance, and Intellectual Impairment. Special education places these students on trajectories that deny them access to quality education and the same postschool outcomes and opportunities as their nondisabled peers. Using Disability Critical Race Theory (DisCrit), and grounded theory analysis this study foregrounds the voices of minoritized middle school students receiving special education under high-incidence classifications. DisCrit allowed for an investigation of how student’s intersecting marginalized identities impacted their experiences as special education students. Further, Education Journey …
Perspectives Of Students With Asd And Their Parents: What Does It Truly Mean To Be Included?, Keara M. Browne
Perspectives Of Students With Asd And Their Parents: What Does It Truly Mean To Be Included?, Keara M. Browne
Theses and Dissertations
Though there are a number of practices identified by researchers and other professionals as inclusive, the question remains about whether the students themselves truly feel included. There has been limited research surrounding specific experiences in inclusive classrooms that students with autism spectrum disorder (ASD) perceive to be facilitators and barriers to being included in general education and co-teaching settings. The purpose of this study was to inform educational policies and school practices surrounding the inclusion of students with ASD in general education and co-teaching settings by analyzing the perceptions of students with ASD and their parents to determine what it …
Race, Dis/Ability, And The Potential Of The Co-Taught Classroom: Exploring Co-Teachers' Interruptions Of Inequity, Mallory A. Locke
Race, Dis/Ability, And The Potential Of The Co-Taught Classroom: Exploring Co-Teachers' Interruptions Of Inequity, Mallory A. Locke
Theses and Dissertations
Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers’ own educational histories and beliefs about race …
A Space To Learn, Amy R. Goods
A Space To Learn, Amy R. Goods
Dissertations, Theses, and Capstone Projects
In this dissertation, I explore what it means to different people, in different places throughout life’s spectrum to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, A Space to Learn, has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking and …