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Articles 1 - 7 of 7
Full-Text Articles in Education
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
Occasional Paper Series
This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Occasional Paper Series
Provides an inside look into what the Australian government calls “inclusive learning communities.” This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three “inclusive” early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen’s study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions.
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
Occasional Paper Series
Tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas’s wondrously playful universe. The magic of Lucas’s unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD).
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.
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Occasional Paper Series
A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.
Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
Occasional Paper Series
This paper describe the ways in which the authors have used digital pedagogy to address the loneliness of the distance learner by making their online course more inclusive and interactive.