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Full-Text Articles in Education

Exploring The Impact Of Stress On Healthcare Student Competency: A Cognitive Model For Self-Regulating Performance During High-Stakes Scenarios, Michael J. Teachey May 2022

Exploring The Impact Of Stress On Healthcare Student Competency: A Cognitive Model For Self-Regulating Performance During High-Stakes Scenarios, Michael J. Teachey

Critical and Creative Thinking Capstones Collection

Stress and anxiety are part of healthcare and are experienced not only by patients but also by clinicians. This work explores an issue prevalent in healthcare education, outlining the detrimental effects of stress-induced anxiety on student performance during practical assessments. Included in this paper are the research and investigative details that elaborate on the process taken towards resolving the issue. Research conducted in the fields of education, law, and medicine is used to explore how these areas address stress with regard to performance. Through the various processes of research and engagement, this action research project uncovers the underlying issue of …

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Hip-Hop History: Grades 9-12 Local History Curriculum, Sivia K. Malloy Apr 2022

Hip-Hop History: Grades 9-12 Local History Curriculum, Sivia K. Malloy

Instructional Design Capstones Collection

As the founders and trailblazers mature, and sadly depart this life, a new generation is left behind with limited to no knowledge of the influence hip-hop has on current popular culture locally, nationally, or internationally. Research for this learning intervention determines what and how local hip-hop history incorporates into a social studies/history course with high school (9-12 grade) students, bridging local stories to the national and international trends and events of the past. Informal discussions took place with local hip-hop subject-matter experts throughout the northeast region of New England with ties to Massachusetts. Their recommendations were to wrestle with the …

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Augmenting Education: Ethical Considerations For Incorporating Artificial Intelligence In Education, Dana Remian Nov 2019

Augmenting Education: Ethical Considerations For Incorporating Artificial Intelligence In Education, Dana Remian

Instructional Design Capstones Collection

Artificial intelligence (AI) has existed in theory and practice for decades, but applications have been relatively limited in most domains. Recent developments in AI and computing have placed AI-enhanced applications in various industries and a growing number of consumer products. AI platforms and services aimed at enhancing educational outcomes and taking over administrative tasks are becoming more prevalent and appearing in more and more classrooms and offices. Conversations about the disruption and ethical concerns created by AI are occurring in many fields. The development of the technology threatens to outpace academic discussion of its utility and pitfalls in education, however. …

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Journeys: Changing Our Schools, Workplaces, And Lives Works-In-Progress From A Conference-Workshop To Mark 40 Years Of The Graduate Program In Critical & Creative Thinking, Peter J. Taylor May 2019

Journeys: Changing Our Schools, Workplaces, And Lives Works-In-Progress From A Conference-Workshop To Mark 40 Years Of The Graduate Program In Critical & Creative Thinking, Peter J. Taylor

Working Papers in Critical, Creative and Reflective Practice

A compilation of works-in-progress prepared for or during a conference-workshop to mark 40 years of the Graduate Program in Critical & Creative Thinking at the University of Massachusetts Boston. The contributions illustrate how preparing for and participating in the conference-workshop provided an opportunity to reflect on ways that developing as a critical, creative, and reflective practitioner is like a journey into unfamiliar areas—journeying involves risk, opens up questions, creates more experiences than can be integrated at first, requires support, and yields personal and professional change.

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Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart Jan 2019

Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart

All Institute for Community Inclusion Publications

Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will …

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Smuggling In Creativity: My Process Of Creating Spaces In The Hierarchical School System Of The Republic Of Korea To Stash The Seeds Of Creative Thinking, Ray Symonds May 2018

Smuggling In Creativity: My Process Of Creating Spaces In The Hierarchical School System Of The Republic Of Korea To Stash The Seeds Of Creative Thinking, Ray Symonds

Critical and Creative Thinking Capstones Collection

I began the CCT program several years into a teaching career in South Korea. My goal at the time was to better understand creativity so as to better support my own students’ creative development. This synthesis discusses some of the challenges I faced in bring CCT into my own classroom and some of the ways I tried to implement what I learned through the program in my own classes. My role as a Guest English Teacher is explored in how it enabled me to use my classroom as a testing ground for CCT concepts. The application of these CCT concepts …

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Designing A Social Architecture For Personal Leadership In The 21st Century: The Autonomous Realization Tetrad (Art), Bobby Ricketts May 2018

Designing A Social Architecture For Personal Leadership In The 21st Century: The Autonomous Realization Tetrad (Art), Bobby Ricketts

Critical and Creative Thinking Capstones Collection

Rather than summarizing the extent of my learning as a graduate student in the University of Massachusetts Boston Critical and Creative Thinking Master of Arts Program, this work instead illustrates a starting point for how I intend to apply my learning moving forward. Various characteristics in the writing do, however, reflect influences from all CCT courses taken. Primarily using personal narrative, I discuss various personal and professional experiences which have inspired self-developed creative methodologies. The methodologies, and learning derived from using them, are folded into an inquiry regarding Futures Studies, Systems Thinking, Design Thinking, Mastery, and Flow. Inspired by these …

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Experiences That Predict Employment For Students With Intellectual And Developmental Disabilities In Federally Funded Higher Education Programs, Meg Grigal, Clare Papay, Frank Smith, Debra Hart, Rayna Verbeck Jan 2018

Experiences That Predict Employment For Students With Intellectual And Developmental Disabilities In Federally Funded Higher Education Programs, Meg Grigal, Clare Papay, Frank Smith, Debra Hart, Rayna Verbeck

All Institute for Community Inclusion Publications

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results …

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Experiences That Predict Employment For Students With Intellectual And Developmental Disabilities In Federally Funded Higher Education Programs, Meg Grigal, Clare Papay, Frank Smith, Debra Hart, Rayna Verbeck Jan 2018

Experiences That Predict Employment For Students With Intellectual And Developmental Disabilities In Federally Funded Higher Education Programs, Meg Grigal, Clare Papay, Frank Smith, Debra Hart, Rayna Verbeck

All Institute for Community Inclusion Publications

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results …

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Work And Community Engagement: Shifting Services And Supports To Help Individuals Have The Lives They Want, Cindy Thomas, Amie Lulinski, Jennifer Sulewski, Erin Leviton, Thinkwork! At The Institute For Community Inclusion At Umass Boston Dec 2016

Work And Community Engagement: Shifting Services And Supports To Help Individuals Have The Lives They Want, Cindy Thomas, Amie Lulinski, Jennifer Sulewski, Erin Leviton, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

Significant change is underway to insure that services maximize opportunities for full engagement in the community. This session includes two projects, the RRTC on Advancing Employment for Individual with IDD and the Community Life Engagement Project and panelists from MA and DC to discuss the implications of research findings on service transformation and the integration of work and non-work supports to support individuals to have full and productive lives.

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'New Conversations About Integrated Employment' Webinars Shine A Fresh Light On Issues In Our Field, Melanie Jordan, Allison Cohen Hall, Thinkwork! At The Institute For Community Inclusion At Umass Boston Dec 2016

'New Conversations About Integrated Employment' Webinars Shine A Fresh Light On Issues In Our Field, Melanie Jordan, Allison Cohen Hall, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This poster session highlights creative thinking about employment supports. The RRTC on Advancing Employment for Individuals with IDD has launched an interactive and dynamic webinar series with a twist ? to expose participants to new ideas, provoke reactions, and inspire them to think differently about such topics as Employment Professionals as Leaders for Change; the Real Meaning of Informed Choice; and Reframing the Benefits Conversation Around Financial Well-Being.

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Teaching Critical And Creative Thinking Skills Through Problem-Solving In High School Mathematics Classes, Daniel L. Albert May 2016

Teaching Critical And Creative Thinking Skills Through Problem-Solving In High School Mathematics Classes, Daniel L. Albert

Critical and Creative Thinking Capstones Collection

I am a high school mathematics teacher who wants students to develop the thought process that allows them to uncover and use the patterns that are the heart of mathematics. Misconceptions belittle the subject, however, and disrupt the progress of my high school students because it disguises the purpose of studying math. My purpose in joining the Critical and Creative Thinking program at the University of Massachusetts Boston was to learn about the skills and methodologies that assist in the teaching and learning of thinking critically and creatively. This paper shows the progress and evolution of my capstone project—a set …

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Partnerships In Employment National Transition Systems Change Project: Building A Transition-To-Employment Agenda, Institute For Community Inclusion, University Of Massachusetts Boston Jul 2015

Partnerships In Employment National Transition Systems Change Project: Building A Transition-To-Employment Agenda, Institute For Community Inclusion, University Of Massachusetts Boston

All Institute for Community Inclusion Publications

The national Partnerships in Employment (PIE) National Transition Systems Change Project was established in 2011 by the Administration on Intellectual and Developmental Disabilities. This five-year project focuses on improving, developing, and implementing policies and practices that raise community expectations and overall employment outcomes for youth with intellectual/developmental disabilities (I/DD). Now in the last phase of the funding cycle, the eight state projects involved in the PIE initiative (Alaska, California, Iowa, Mississippi, Missouri, New York, Tennessee, and Wisconsin) are uniquely positioned to provide youth employment recommendations to federal, state, and local agencies. In this document, we share several of the findings …

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Cosmic (Center Of Science And Mathematics In Context), Roxane Johnson De Lear Apr 2015

Cosmic (Center Of Science And Mathematics In Context), Roxane Johnson De Lear

Office of Community Partnerships Posters

The Center of Science and Mathematics in Context (COSMIC) is a joint venture of the College of Education and Human Development and the College of Science and Mathematics at UMass Boston. This presentation highlighted their STEM initiatives for English Language Learners (ELLs), engineering learning in urban elementary schools, and professional development for teachers of Advanced Placement courses.

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Teaching Leaders, Lisa Deangelis, Sherry H. Penney Jan 2015

Teaching Leaders, Lisa Deangelis, Sherry H. Penney

Center for Collaborative Leadership Publications

In an age of instantaneous information sharing and increased interdependence, today’s leaders must learn to work collaboratively, leveraging the strengths, skills, and experiences of those around them, in order to address the challenges they face. The Center for Collaborative Leadership is uniquely situated in the College of Management at the University of Massachusetts Boston. The purpose of the Center’s Emerging Leaders Program is to challenge and inspire the adult participants in the program to act collaboratively, identify and rethink boundaries, build purposeful relationships, and become better leaders and citizens. In this brief, the authors reflect on how this program is …

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Delphi Panel Findings, Brief #7: Paths Toward Fair Wages, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #7: Paths Toward Fair Wages, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the seventh and final brief in our series on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the final priority area for policy and practice change: creating paths toward fairer wages for individuals with IDD.

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Delphi Panel Findings, Brief #5: Processes Within State Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #5: Processes Within State Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the fifth in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the fourth priority area identified by the Delphi panel: improving policies and processes within state agencies related to employment for people with intellectual and developmental disabilities (IDD). This is distinct from increased collaboration across agencies, which was a separate area.

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Delphi Panel Findings, Brief #4: Education And Training For Job Seekers, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #4: Education And Training For Job Seekers, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the fourth in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the role of education and training for job seekers with intellectual and developmental disabilities (IDD), which was the third-ranked overarching priority among the Delphi panel members.

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Delphi Panel Findings, Brief #6: Generation And Use Of Data And Evidence, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #6: Generation And Use Of Data And Evidence, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the sixth in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on how data and evidence can support integrated employment outcomes for individuals with intellectual and developmental disabilities (IDD). This was the fifth overarching theme among the Delphi panel’s recommendations.

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Delphi Panel Findings, Brief #3: Collaboration Across Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #3: Collaboration Across Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the third in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community in 2013–2014. More information on the Employment Learning Community and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the panel’s recommendations related to collaboration across state systems, which was the second-highest overarching priority identified by the Delphi panel for improving employment outcomes for people with intellectual and developmental disabilities (IDD).

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Delphi Panel Findings, Brief #2: Transition From School To Work, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #2: Transition From School To Work, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

This is the second in a series of briefs on the findings from a Delphi process conducted by the Employment Learning Community (ELC) in 2013–2014. More information on the ELC and the Delphi process can be found in Brief #1 (Introduction, Values, and Overall Themes). This brief focuses on the panel’s recommendations related to effective approaches to the transition from school to work for youth with intellectual and developmental disabilities (IDD), which was the highest-ranked overarching priority among the Delphi panel.

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Delphi Panel Findings, Brief #1: Introduction, Values, And Major Themes, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jan 2015

Delphi Panel Findings, Brief #1: Introduction, Values, And Major Themes, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston

All Institute for Community Inclusion Publications

The Employment Learning Community has been developed to assist states in improving employment systems and services that will increase inclusive, competitive employment for individuals with IDD. To gain insights on the most cogent policies and priorities to promote such systems change, the project convened a panel of national subject matter experts to participate in a Delphi process. Nineteen Delphi panel members, including employment researchers, service providers, state vocational rehabilitation directors, developmental disability agency directors, educators, self-advocates, family members and representatives from related programs and initiatives, participated in four rounds of data collection. The values, policies, and practices that emerged from …

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Upward Bound Math-Science At Umass Boston, Upward Bound, University Of Massachusetts Boston, Lawrence High School Apr 2014

Upward Bound Math-Science At Umass Boston, Upward Bound, University Of Massachusetts Boston, Lawrence High School

Office of Community Partnerships Posters

We seek to increase the number of low-income and first-generation college students majoring in mathematics and the sciences at the undergraduate level. We motivate students to achieve at their highest potential by facilitating exploration and discovery in an active learning environment drawing on values embedded in the complementary philosophies of UMass Boston and the Noble and Greenough School.

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The Value Of Teamwork, Oderra Jones Apr 2014

The Value Of Teamwork, Oderra Jones

Office of Community Partnerships Posters

Beacons Academy is a collaboration between UMass Boston Athletics, Codman Academy, Dorchester YMCA and the Walter Denney Youth Center to expose students in our local community to sports they may or may not have played through instructional sessions with our intercollegiate coaches and athletes. The goal is to teach the sport while also promoting the value of education, hard work, and teamwork.

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Pacific Visual Impairment Project, School For Global Inclusion And Social Development, University Of Massachusetts Boston, College Of Education And Human Development, University Of Massachusetts Boston, University Of Guam - Center For Excellence In Developmental Disabilities Education, Research & Service Apr 2014

Pacific Visual Impairment Project, School For Global Inclusion And Social Development, University Of Massachusetts Boston, College Of Education And Human Development, University Of Massachusetts Boston, University Of Guam - Center For Excellence In Developmental Disabilities Education, Research & Service

Office of Community Partnerships Posters

The primary goal of the Pacific Vision Impairment Project (VIP) is to increase the pool of fully credentialed, effective personnel educating students who are blind or have a Vision Impairment in remote areas where services either do not exist or need additional support.

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Partnerships In Employment Brief: Engaging Families Of Youth With Intellectual Disabilities In Systems Change Efforts, Sean Roy Jan 2014

Partnerships In Employment Brief: Engaging Families Of Youth With Intellectual Disabilities In Systems Change Efforts, Sean Roy

All Institute for Community Inclusion Publications

This brief will highlight the reasons why parents and families are essential partners in any systems change effort. It will describe the importance of the family’s perspective, and how their experiences should be used to shape policy recommendations. It will offer strategies on how to engage parents and families in systems change efforts, and how to promote family involvement to state-level partners.

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Two-Way Bilingual Education In Boston Public Schools: Required Features, Guidelines And Recommendations, Virginia Diez, Faye Karp May 2013

Two-Way Bilingual Education In Boston Public Schools: Required Features, Guidelines And Recommendations, Virginia Diez, Faye Karp

Gastón Institute Publications

The current investigation was conceived to support the expansion of two-way bilingual programs in BPS. Two-way bilingual (TWB) is an intrinsically equitable educational model which provides children from different linguistic, socio-economic, and racial backgrounds a rigorous, enriching education. All students are expected to attain high achievement markers by state and federal standards, as well as bilingualism, biliteracy, and cultural competencies in English and a partner language (Spanish most frequently). This report, which defines TWB narrowly as one in a handful of dual-language education options, establishes a baseline of practices that are widely regarded as pivotal features of well-implemented TWB programs. …

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Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston Apr 2013

Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Veterans Upward Bound Program at the University of Massachusetts Boston provides a unique opportunity for men and women veterans of all ages to acquire the academic skills required for entry into higher education and/or to acquire the equivalent of a high school diploma.

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Helping Developing Countries Implement The Young Athletes Program, Paddy C. Favazza, Kathleen Ghio, Gary N. Siperstein, Center For Social Development And Education, University Of Massachusetts Boston Apr 2013

Helping Developing Countries Implement The Young Athletes Program, Paddy C. Favazza, Kathleen Ghio, Gary N. Siperstein, Center For Social Development And Education, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Center for Social Development and Education is implementing Young Athletes (YA), a motor play program, in five developing countries: Kenya, Romania, Malawi, Venezuela, and Tanzania. Young Athletes is a theoretically-based program designed to improve the motor development of children with disabilities (ages 3-7) through various motor activities. Clinical trials conducted by CSDE (Favazza et al., 2013) indicate that the Young Athletes program significantly improves the motor skills of children with disabilities. The program is now being introduced internationally to address the needs of children in developing countries.

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School For Global Inclusion And Social Development: Expanding The Umass Boston Community On A Regional, National, And International Level, David Temelini, Institute For Community Inclusion, University Of Massachusetts Boston Apr 2013

School For Global Inclusion And Social Development: Expanding The Umass Boston Community On A Regional, National, And International Level, David Temelini, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

The School for Global Inclusion and Social Development (SGISD) is the newest graduate school at UMass Boston. We are the first graduate program in the world to focus on wellness, disability, and economic development from an international perspective. The first students in our master's program will start classes in January 2014, with our PhD program to launch in September 2014. SGISD's emphasis is on groups of people who are excluded from communities here in the U.S. and abroad, due to disability or other conditions. Instruction will be delivered on campus, online, and through international exchange programs.

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