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Full-Text Articles in Education
Conversations From The Field: Stakeholders’ Perspectives On Inclusive Education In Western Kenya, Brent Elder, Benson Oswago, Michelle L. Damiani
Conversations From The Field: Stakeholders’ Perspectives On Inclusive Education In Western Kenya, Brent Elder, Benson Oswago, Michelle L. Damiani
College of Education Faculty Scholarship
In this article, we critically examine issues related to disability inclusive education in the global South. Specifically, we discuss our work on inclusive education in western Kenya. We acknowledge how such practices are often framed within global North perspectives, and use methodologies and approaches from these same spaces and places. Such methodologies tend to be steered by powerful stakeholders and donors that may not always be sensitive to local contexts, concerns, and demands. In this article, we outline how we incorporate Critical Disability Studies (CDS) to address these concerns while working towards a bottom-up approach with multiple local stakeholders of …
Using Disability Studies In Education (Dse) And Professional Development Schools (Pds) To Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea Locastro, Lisa Rencher
Using Disability Studies In Education (Dse) And Professional Development Schools (Pds) To Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea Locastro, Lisa Rencher
College of Education Faculty Scholarship
This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing …
“It Would Be Simpler To See Success Without Dominating Discourse Of Ability”, Casey L. Woodfield, Katherine Vroman, Jenn Seybert, Sujit Kurup, Jamie Burke, Christy Ashby, Brianna Dickens
“It Would Be Simpler To See Success Without Dominating Discourse Of Ability”, Casey L. Woodfield, Katherine Vroman, Jenn Seybert, Sujit Kurup, Jamie Burke, Christy Ashby, Brianna Dickens
College of Education Faculty Scholarship
This paper engages with and reflects the college experiences of three college students/graduates who type to communicate, chronicled through ongoing conversations with one another and a group of co-inquirers, focused on understanding experiences in higher education. Grounded in a disability studies in education framework, this work draws on narrative inquiry and collaborative qualitative analysis of discussions over three years in a co-constructed digital interspace. Key findings include: the role of mentorship and connection; navigating the system; controlling the narrative; and traversing new methodological and relational landscapes. Together, these conversations about neurodivergent communicative experiences in higher education tell stories of agency, …
Review Of Communication Alternatives In Autism: Perspectives On Typing And Spelling Approaches For The Nonspeaking, Casey L. Woodfield
Review Of Communication Alternatives In Autism: Perspectives On Typing And Spelling Approaches For The Nonspeaking, Casey L. Woodfield
College of Education Faculty Scholarship
This manuscript reviews Edlyn Vallejo Peña’s edited volume, Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches for the Nonspeaking (2019). The volume includes ten chapters by autistic authors active in the field as activists, self-advocates, artists and leaders, along with Peña’s experiences as a parent and original research.
Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani
Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani
College of Education Faculty Scholarship
Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals’ needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely …
College-Bound Young Adults With Asd: Self-Reported Factors Promoting And Inhibiting Success, Amy L. Accardo
College-Bound Young Adults With Asd: Self-Reported Factors Promoting And Inhibiting Success, Amy L. Accardo
College of Education Faculty Scholarship
This cross-sectional descriptive study captured the perspectives of 14 college-bound students with ASD at the critical period of transition from high school using an open-ended prompt. The aim was to capture (1) student definitions of success as a college student, (2) the factors they identify as most influential leading to becoming a college student, and (3) the factors they identify as obstacles to becoming a college student. Findings suggest that college-bound young adults with ASD define success in terms of both academic and non-academic factors, identify factors leading to their success that suggest a need for educators to collaborate with …
Research Synthesis: Effective Practices For Improving The Reading Comprehension Of Students With Autism Spectrum Disorder, Amy L. Accardo
Research Synthesis: Effective Practices For Improving The Reading Comprehension Of Students With Autism Spectrum Disorder, Amy L. Accardo
College of Education Faculty Scholarship
The incidences of autism spectrum disorder (ASD) continue to rise steadily increasing the need for research-based strategies to support this population in the core academic content area of reading comprehension. A research synthesis was conducted with the purpose of (1) reviewing existing research to determine effective practices for teaching reading comprehension to students with ASD, (2) identifying the features of effective practices that appear to influence comprehension outcomes, and (3) assessing the quality of the research related to comprehension strategies and students with ASD. A functional relation was identified between the increased reading comprehension of students with ASD and each …