Education Commons^™

Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler

Journal of English Learner Education

Schools must provide equitable education to English learners (ELs), ensure equitable opportunities to education programs, and facilitate comprehensible instruction. ELs encounter challenges consisting of learning English, adjusting to a new culture, achieving academic expectations, and assimilating. Implementing a humanistic approach helps ELs mediate through cultural nuances, language learning, academic objectives, and by applying a humanistic approach, educational equity will be established. To guarantee that every student is given an equitable opportunity, all stakeholders are responsible for ensuring the educational system is prepared for diversity, equipped with multicultural knowledge, provided with enriching resources, and ready to implement of a humanistic approach. …

Review: Implementing Excellence In Diversity, Equity, And Inclusion: A Handbook For Academic Libraries, Lalitha Nataraj

Communications in Information Literacy

Review of Lee, C., & Lym, B. (Eds.). (2022). Implementing excellence in diversity, equity, and inclusion: A handbook for academic libraries. Association of College and Research Libraries.

Exploring The Purdue Teacher Education Program: Focus On Diversity, Equity, And Social Justice, Julia Pirrello

The Journal of Purdue Undergraduate Research

During this time of heightened awareness of social injustices via Black Lives Matter protests, the #MeToo movement, and the COVID-19 pandemic, it is important to ensure that teacher preparation curriculum includes attention to knowledge and skills related to social justice issues in education. Th e purpose of this study was to investigate the ways in which social justice, diversity, and equity are addressed in the foundational courses of the Purdue Teacher Education Program (PTEP). McDonald (2005) proposed a framework in which social justice is integrated across all experiences (e.g., courses, activities, clinical placements) in a teacher education program. In an …

It Takes The University To Close The Equity Gap, Henry Morris, Laura Jacobi

The International Journal of Equity and Social Justice in Higher Education

Measured as the difference in performance outcomes between domestic students of color and domestic white students, the equity gap is rooted in systemic racism and a lack of educational opportunities. The equity gap has ramifications for all stakeholders in higher education, especially for domestic students of color. In this paper, we explore the causes of the equity gap and why it requires a university-wide effort to close it. Potential solutions in closing it are offered based on our experiences at Minnesota State University, Mankato.

Prologue: Faculty Of Color Expressions And Perspectives, Kathryn Engdahl

The Journal of Advancing Education Practice

This special issue of the Journal of Advancing Education Practice featuring Faculty of Color Expressions and Perspectives creates a critical forum for truth-telling, education, and empowerment. It offers an invitation to deepen understanding of each other’s experience, and to integrate that deeper understanding in practice to enhance ongoing equity and inclusion work.

Elementary Special Education Teachers’ Attitudes Regarding Inclusion, Tara Ridarick, Ravic Ringlaben

LC Journal of Special Education

This study looked at the attitudes of elementary special education teachers in a school district in the Southeastern United States that has been regularly including students with disabilities in general education classrooms for the past ten years. Teacher attitude has been shown to be an important indicator of the success of inclusion. However, students with disabilities as a group continue to not meet expectations on state standardized testing. Clearly, even though schools are practicing inclusion, they may not be experiencing success. The success of inclusion has been linked to the support of the special education teachers (Cook et al., 1999). …

The Evolution Of Antiracist Pedagogical Work: Pushing Diversity, Equity, And Inclusion To Undermine Oppressive Structures In Our Communication Classrooms, Kristen P. Treinen

Communication and Theater Association of Minnesota Journal

In this paper, I explore the evolution of antiracist pedagogy. This paper helps to answer for communication educators: How did antiracist pedagogy emerge? Why did antiracist pedagogy emerge? Who does antiracist pedagogy serve? Exploring the historical context of multiculturalism, critical pedagogy, critical multiculturalism, antiracist pedagogy, and Whiteness studies provides a broad range of theoretical perspectives on multiculturalism as well as the how and why antiracist pedagogy emerged as a site for study. After reading this essay, educators should understand the need to push DEI to include antiracist work in our research, classrooms, and educational initiatives with our future educators, graduate …

Facilitating Successful Inclusion At Secondary Schools In Dominica: A Study Of Teachers’ Perspectives, Jean Thomas-Jeremy

LC Journal of Special Education

The introduction of Universal Secondary Education (USE) in Dominica some 15 years ago has given rise to inclusive education in the country’s secondary school system. Although there is no legislation to govern or regulate inclusive based practices, the Ministry of Education in Dominica is encouraging secondary school administrations to put measures in place to facilitate inclusion. One of the major questions that remain is: Are schools prepared to meet the challenges of inclusion in the regular classroom? This survey seeks to answer this and other questions by eliciting teachers’ perception on inclusive education practices in Dominica.

Academic Interventions For Students With Asd, Deanna B. Cash

LC Journal of Special Education

Following the reauthorization of the Individuals with Disabilities Education Improvement Act in 2004 and its emphasis on inclusion of students with disabilities in the general education setting, students with Autism Spectrum Disorder are increasingly taught in general education classrooms (Leblanc, Richardson, & Burns, 2009; Simpson, Boer-Ott, & Smith-Myles, 2003). Data from the Annual Report to Congress on Implementation of IDEA (U.S. Department of Education, 2010) indicated that almost 90% of students with autism in public schools in the United States receive their education in general education classrooms for some part of the school day. Yet, both general education and special …

"Do You Really See Us?":Black College Athlete Perceptions Of Inclusion At Di Historically White Institutions, Shannon Jolly, Jepkorir Rose Chepyator-Thomson

Journal of Athlete Development and Experience

While recent sport research has highlighted benefits of racial diversity on teams and in the workplace, few studies have examined how demographic composition is perceived by college athletes. Fewer have investigated how racially marginalized athletes experience the phenomena. Thus, the current study explores the intersection of race, gender, and athletic identity in Black college athletes at DI Historically White Institutions (HWIs), perceptions of inclusion, and its influence on sense of belonging. Employing critical race theory, two focus groups and six semi-structured interviews that incorporated vignettes were conducted with six current Black athletes at DI HWIs in the Southeastern U.S. Findings …

Shades Of Us: The Need For Culturally Pluralistic Educational Tools And Practices In Asl-English Interpreter Education, Pamela Collins

International Journal of Interpreter Education

The aim of this paper is to detail one professor’s use of storied experience as a strategy to engage and stimulate interpreting students. It also maps out a proposed dream project intended to move students past the confines of interpreting classrooms and toward an exploration of community that spans time.

“A Reflection Of Powerful Case Methods In Education”: A Book Review Of Paul C. Gorski And Seema G. Pothini’S Case Studies On Diversity And Social Justice Education (Second Edition), Nikita Bates-Gilliam

The Qualitative Report

Case Studies on Diversity and Social Justice Education (Second Edition), by Paul C. Gorski and Seema G. Pothini, is a text that captivates your attention from the very beginning. It pushes and motivates the reader to dive into, begin, and share the work of social justice. Each case study presented is complimented by reflection questions, the “Equity Literacy Case Analysis” worksheet which provides a framework to reflect upon while reading the cases, and further “Points of Consideration” for each case. This text serves as a masterpiece of excellence in the realm of social justice and diversity as seen in …

Accessibility And Inclusion As An Approach To Enhancing Local Extension Programs, S. Dee Jepsen, Laura Akgerman, Karen Funkenbusch, Jessie Calero, Heather Kelejian

Journal of Human Sciences and Extension

Providing accessible learning opportunities and inclusive programs are critical to Extension’s mission. Creating inclusive environments is more than consideration for individuals’ personal identity. Using principles of Inclusion, Diversity, Equity, and Accessibility (IDEA) is an approach to intentionally build community and create new opportunities for education and growth. The Americans with Disabilities Act is a federal law requiring businesses and events to be accessible to individuals with disabilities. The Rehabilitation Act of 1973 states, “no qualified individual with a disability may be discriminated against in any program or activity receiving federal financial assistance.” The legislation applies to Extension buildings, programs, and …

The Three Dimensions Of Inclusive Education In The Attempt For Educational Change: Cultures, Policies And Practices, Niki Alexaki, Xanthippi Foulidi, Evangelos C. Papakitsos

Journal of Research Initiatives

Inclusive education is approached from three dimensions: the creation of inclusive cultures, the production of inclusive policies, and the development of inclusive practices. In this paper, the relationship between these three dimensions is discussed and it is explained how their combination can lead to educational change and evolution in the development of inclusive schools.

De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono's Six Thinking Hats Strategy. Using de Bono's strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat …

Teaching Students With Intellectual Disability To Create A Slope-Intercept Equation, Andrew Wojcik Ph.D., Alison R. King Ph.D.

The Journal of Special Education Apprenticeship

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can …

Experiential Learning Through Participatory Action Research In An Interdisciplinary Leadership Training Program, Jessica L. Franks, Stephanie D. Baumann, Marvin So, Angela M. Miles, Jorge M. Verlenden, Teal Benevides, Mark Crenshaw, Stephen Truscott, Daniel Crimmins

Developmental Disabilities Network Journal

Background: Experience in multidisciplinary collaboration among healthcare providers, leaders in public health, and educators is essential to effectively address the diverse needs of children with intellectual and developmental disabilities (I/DD) and their families.

Purpose: We describe three participatory action research (PAR) projects from an interdisciplinary training program, which used experiential learning to enhance leadership competencies and promote inclusive services. Trainees report their leadership growth as providers and advocates for children with I/DD using experiential learning through PAR.

Approach: Trainees discuss their engagement with organizations serving children with I/DD and ways that experiential learning supported leadership skill development, …

An Open Letter To The Marginalized Academic: Divesting From Colonial Indoctrination, Dr. Khadija Boyd

The Vermont Connection

Paulo Freire (1970) stated, "In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform." Academia has historically been evoked by a white, male, hetero-normative framework that has limited the space for opposing identities to be marginalized through policies, organizational culture, and social imagery. Although liberation is not a notion employed in academia, assimilation, obedience, and domination serve as the protagonist embedded in the optics within these institutions, often …

Tackling Organizational Equity At Scale, An Academic Library Consortium Responds, Kim Armstrong, Gayle O'Hara, Josie Ragolia, Sarah B. Watstein

Collaborative Librarianship

This article focuses on the myriad ways the Orbis Cascade Alliance, a regional academic library consortium, has responded to the growing and longstanding need to address equity, diversity, and inclusion (EDI) in library spaces and organizations. Specifically, the article highlights a range of initiatives and approaches to advance EDI that the Alliance believes are in the mutual best interest of Alliance staff, its leadership (Board of Directors and Council), collaborative workforce (Teams and Groups), and ultimately, Alliance member libraries and the users they support.

Driving Change: A Model For Collaborative Librarianship In Prince George’S County, Maryland, Nicholas A. Brown, Kyla Hanington

Collaborative Librarianship

The Prince George’s County Memorial Library System (PGCMLS) has a long-standing partnership with the county’s human rights education and enforcement agency, the Office of Human Rights (PGCOHR), formerly the Prince George’s County Human Relations Commission (PGCHRC). The two agencies serve over 967,000 Prince Georgians, a majority-Black (64.4%) and Latin or Hispanic (19.5%) population with a sizable immigrant community (22.7%). The civil rights issues of 2020 hit close to home in Prince George’s County and the agencies have sustained a multi-year effort to provide residents with opportunities to learn how to engage with social justice topics for personal and collective advancement. …

Welcoming And Inclusive Farmers Markets: A Community Of Practice To Encourage Diversity, Equity, And Inclusion, Jaclyn Pace, Regan Emmons, Kelsey Hall, Celina Wille, Lacee Jimenez, Carrie Durward, Roslynn Brain-Mccann

Outcomes and Impact Quarterly

Farmers markets, as vibrant hubs for community connection and stimulus to the local economy, often have staff, vendor, and customer demographics that are predominantly white. The Utah Farmers Market Network (UFMN) convened a Diversity, Equity, and Inclusion Community of Practice with market managers statewide to assist markets in becoming more welcoming and inclusive of historically excluded populations.

Aspects Regarding The Integration Of Children With Special Educational Needs Through Participation In Physical Education, Dana Ioana Cristea, Ionuț Moțoc, Anca-Cristina Pop

Baltic Journal of Health and Physical Activity

Background: Special education offers ways to the best capitalization of the possibilities that children in difficulty may have. These children, and especially those with mental and behavioral disabilities, need additional, competent supervision from specialists. Children and young people with special needs (SEN) are included in social (re)integration programs whose objectives can also be achieved through sport activities. Material and methods: In the high school where the research was conducted, during the observational practice, students with mild special educational needs are integrated into mainstream education and participate in physical activities. Results: 70.40% of the secondary school students and 71.10% of the …

Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley

Journal of Educational Research and Innovation

Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.

Women In Stem Fellowship: An Intersectional And Interdisciplinary Approach To Advancing Inclusion In The Sciences, Ina C. Seethaler, Gabriela Perez-Alvarado

Journal of the South Carolina Academy of Science

At our university, women-identified individuals make up 23% of students in STEM fields; less than 15% of them graduate with a STEM degree. Nationally, more than 40% of women who enter a STEM job leave it within fewer than ten years. Gendered issues within STEM industries have been identified, yet we are far from equal opportunities for all genders. In 2018, we—the director of Women’s and Gender Studies (WGS) with colleagues in Math, Computing Sciences, and Chemistry—received a $45,000 grant to create a “Women in STEM Fellowship.” The inclusion of WGS made the fellowship interdisciplinary, intersectional, and informed our decision-making …

Flexible Facilitation: Coaching And Modelling To Support Inclusive Education, Danielle Lane, Sarah Semon, Nicholas Catania, Khalid M. Abu-Alghayth Phd

The Qualitative Report

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple …

Terminology And Provision For Students With Learning Difficulties: An Examination Of Australian State Government Education Department Websites, Nicole Todd, Lorraine Gaunt, Tom Porta

Australian Journal of Teacher Education

Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the …

Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury

Australian Journal of Teacher Education

: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit …

Cultivating The Talent Of Educators For Learning And Belonging, Molly Mcmahon, Theresa Pileggi-Proud

Journal of Catholic Education

As schools endeavor to implement the recommendations of Cultivating Talent: A National Study Examining Pathways to Increase the Presence of Hispanic Teachers and Leaders in Catholic Schools (“Cultivating Talent”), this education in practice article presents research-informed recommendations that can be implemented immediately by Catholic schools in order to strengthen student-teacher relationships and create a positive school climate that increases all students’ learning and sense of belonging.