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Full-Text Articles in Education
Autism In Rural Areas: Lessons In Montana, Martin E. Blair, Ann N. Garfinkle, University Of Montana Rural Institute
Autism In Rural Areas: Lessons In Montana, Martin E. Blair, Ann N. Garfinkle, University Of Montana Rural Institute
Education
The poster highlights Montana's approach to planning for and providing autism-focused services in rural/frontier areas. We describe issues related to cultural diversity, geographic separation and challenges related to insufficient workforce.
School Climate Transformation: Using A Pbis Model In Indian Country, Martin E. Blair, University Of Montana Rural Institute
School Climate Transformation: Using A Pbis Model In Indian Country, Martin E. Blair, University Of Montana Rural Institute
Education
In 2015, the Montana Office of Public Instruction received federal funding to implement a School Climate Transformation grant in schools on or near tribal lands. We describe the process of and highlight issues related to developing and implementing a PBIS model in a culturally sensitive manner.
Finding “Diversity Levers” In The Core Library And Information Science Curriculum: A Social Justice Imperative, Kafi D. Kumasi, Nichole Manlove
Finding “Diversity Levers” In The Core Library And Information Science Curriculum: A Social Justice Imperative, Kafi D. Kumasi, Nichole Manlove
School of Information Sciences Faculty Research Publications
In this exploratory study, the researchers examined the core library and information science (LIS) curriculum, looking for diversity levers, or conceptual access points, where transformative academic knowledge related to diversity and social justice could be meaningfully integrated. Multicultural curriculum reform, conceptualized as a social justice approach, was the guiding framework for the research design and analysis. The researchers began by establishing what constitutes the core curriculum and essential knowledge taught across thirty-six ALA-accredited master’s of library and information science degree programs. These data were then used to construct a survey that went to one hundred LIS faculty at ALA institutions …
Equity In The Classroom, Robert L. Napoli
Equity In The Classroom, Robert L. Napoli
Student Publications
When discussing how teachers should pursue equity among, in, and through education in their current educational system, many go straight to discussing the lessons. These are very important, and the planning of these lessons can very much influence students to think more openly about equity, but there is something that must be established first before even thinking about executing a lesson plan, and that is the classroom itself. After all, “a large part of the work of teaching is constructing the laboratory for learning.” (Campbell & Demorest, 2008, p. 87). Postman & Weingartner also say that “the most important impressions …
Culturally Responsive Contexts: Establishing Relationships For Inclusion, Mere Berryman, Therese Ford, Ann Nevin, Suzanne Soohoo
Culturally Responsive Contexts: Establishing Relationships For Inclusion, Mere Berryman, Therese Ford, Ann Nevin, Suzanne Soohoo
Education Faculty Articles and Research
As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or learning disabilities, marginalization is further exacerbated and problematized. In this paper, the authors theorise within an alternative framework that we have termed relational and culturally responsive inclusion. Based on key understandings from our own research, much of it derived from Kaupapa Māori and Freirean philosophies, we encourage a framework where establishing …
Partnerships In Employment National Transition Systems Change Project: Building A Transition-To-Employment Agenda, Institute For Community Inclusion, University Of Massachusetts Boston
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 …
Efficacy Of The Picture Exchange Communication Systemin Children With Autism Spectrum Disorder, Reagan Blason
Efficacy Of The Picture Exchange Communication Systemin Children With Autism Spectrum Disorder, Reagan Blason
Student Scholar Symposium Abstracts and Posters
The increasing diagnoses of Autism Spectrum Disorder (ASD) each year affect many families worldwide and are a major concern to therapists, healthcare workers, and educators. Many children diagnosed with ASD will never go on to develop functional speech or will have limited communication, as well as impaired social-communication skills. Limited communication makes education and therapy difficult for these children and their caregivers. Language therapy and interventions aim to improve social-communication and speech in these children, so it is crucial to find the most efficient interventions. The Picture Exchange Communication System (PECS) is a common tool used to assist communication in …
The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman
The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This dissertation is a narrative exploration of multiple themes relevant to education research: the relationship between the university and school, epistemology, teacher identity, disability studies, researcher subjectivity, and the retention of quality educators. This work of “autoethnography” (Ellis, Bochner, & Adams, 2011) approaches these topics through the tellings of a teaching career, the awakening of an education scholar, and the development of a chronic illness. While the focus of this inquiry often returns to the researcher’s pedagogical identity, the three storylines interact in myriad ways that relate to the larger field. Removal of one of these narrative threads would, metaphorically, …
It's Like They're Building The Airplane While It's In The Air, Dave Powell
It's Like They're Building The Airplane While It's In The Air, Dave Powell
Education Faculty Publications
One of the things I was most concerned about when I left the classroom to become a teacher educator was losing my credibility. Everybody knows the rap on teacher educators: they're out of touch, too theoretical, disconnected from the everyday life of the classroom teacher. Of course, sometimes criticism is like a good joke. It's only funny because it's true—sometimes. [excerpt]
Education, Numeracy, And Literacy: Baseline Findings, Population Council
Education, Numeracy, And Literacy: Baseline Findings, Population Council
Poverty, Gender, and Youth
The Adolescent Girls Empowerment Program (AGEP) is a program for girls ages 10–19 in rural and urban Zambia that aims to find the best ways to improve their social, health, and economic resources. The program involves over 10,000 girls participating in weekly girls’ group meetings, receiving health vouchers, and opening savings accounts. Over 5,000 girls, unmarried at baseline, are enrolled in a randomized, controlled trial and are being followed over four years—including the two years of the program and two years after. This brief describes the characteristics of these girls at baseline. Of the girls who are currently in school, …
Abriendo Oportunidades: Guía Curricular Integrada 2015, Cecilia Garcés, Paola Broll
Abriendo Oportunidades: Guía Curricular Integrada 2015, Cecilia Garcés, Paola Broll
Poverty, Gender, and Youth
El programa Abriendo Oportunidades tiene como objetivo apoyar a las niñas indígenas en Guatemala para alcanzar su máximo potencial y superar el ciclo de la pobreza. Esta es la tercera versión de la guía curricular basada en activos, diseñada para ser implementado por mentores de la comunidad. Su objetivo es fomentar la reflexión y el diálogo, la hermandad y el pensamiento crítico entre las adolescentes. La guía curricular se basa en el enfoque de respetar y promover los derechos humanos y la equidad de género. Esta guía es una herramienta valiosa para los programas que buscan integrar la educación integral …
Delphi Panel Findings, Brief #7: Paths Toward Fair Wages, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston
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.
Delphi Panel Findings, Brief #5: Processes Within State Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston
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.
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
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.
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
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.
Delphi Panel Findings, Brief #3: Collaboration Across Agencies, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston
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).
Delphi Panel Findings, Brief #2: Transition From School To Work, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston
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.
Delphi Panel Findings, Brief #1: Introduction, Values, And Major Themes, Cindy Thomas, Jennifer Sulewski, Thinkwork! At The Institute For Community Inclusion At Umass Boston
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 …
Abriendo Oportunidades Program: Integrated Curriculum Guide (8 To 17 Years Old)—Two-Year Cycle, Cecilia Garcés, Paola Broll
Abriendo Oportunidades Program: Integrated Curriculum Guide (8 To 17 Years Old)—Two-Year Cycle, Cecilia Garcés, Paola Broll
Poverty, Gender, and Youth
The Abriendo Oportunidades program aims to support indigenous girls in Guatemala to reach their maximum potential and overcome the cycle of poverty. The program created safe spaces for girls at the community level, reaching adolescent girls with an asset-based curriculum implemented by community mentors. This is the third version of the curriculum. It was designed to foster reflection and dialogue, sisterhood, and critical thinking among adolescent girls. The first two versions focused on reproductive health, nutrition, hygiene, communication skills, and financial education. Several of the initial topics, as well as some activities from these previous versions, are included in the …
Adolescent Girls Empowerment Program (Agep): Program Overview, Population Council
Adolescent Girls Empowerment Program (Agep): Program Overview, Population Council
Poverty, Gender, and Youth
For Zambian girls, social isolation, economic vulnerability, and lack of appropriate health information and services are critical problems that prevent a healthy transition from girlhood to womanhood. The challenges that girls are confronted with—high rates of gender-based violence, unsafe sex that puts girls at risk for unwanted pregnancy and HIV infection, school dropout, lack of economic resources and income-generating options, lack of agency and participation—are linked together through their root causes. Therefore, the solutions must be interconnected as well. Through the Adolescent Girls Empowerment Program (AGEP), the Population Council and partners are implementing a social, health, and economic asset-building program …