Open Access. Powered by Scholars. Published by Universities.®
Disability and Equity in Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Bilingual, Multilingual, and Multicultural Education (3)
- Curriculum and Instruction (3)
- Social and Behavioral Sciences (3)
- Educational Leadership (2)
- Educational Methods (2)
-
- Elementary Education (2)
- Language and Literacy Education (2)
- Social Justice (2)
- Special Education and Teaching (2)
- Adult and Continuing Education (1)
- Adult and Continuing Education and Teaching (1)
- Arts and Humanities (1)
- Curriculum and Social Inquiry (1)
- Early Childhood Education (1)
- Educational Assessment, Evaluation, and Research (1)
- Higher Education (1)
- Philosophy (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Secondary Education (1)
- Social and Philosophical Foundations of Education (1)
- Sociology (1)
- Student Counseling and Personnel Services (1)
- Teacher Education and Professional Development (1)
- Urban Studies and Planning (1)
- Keyword
-
- Education (3)
- Disability (2)
- Literacy (2)
- Academic literacy (1)
- Anti-racist education (1)
-
- Belonging (1)
- COVID-19 pandemic (1)
- Co-teaching (1)
- Community engagement (1)
- Covid-19 and school (1)
- Deaf postsecondary students (1)
- Deaf students (1)
- Deservingness (1)
- Developmental education (1)
- Dialogical (1)
- Dual pandemics (1)
- Education policy (1)
- Equity (1)
- Inclusion (1)
- Integrated reading and writing (1)
- Intersectionality (1)
- Language education (1)
- Latinos (1)
- Latinx (1)
- Narrative inquiry (1)
- Newsletter (1)
- Pedagogy (1)
- Postsecondary reading and writing (1)
- Queens (1)
- Race (1)
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Disability and Equity in Education
An Online Hub For Queens Parents, Abe R. Levine
An Online Hub For Queens Parents, Abe R. Levine
Capstones
I sought to build a common hub for parents across District 28 in Queens to connect with one another. I did this by creating a bilingual newsletter called the Queens Boletín. The goal of the Boletín was for parents to share and find resources, to advance the conversation on equity, and to build community.
Race, Dis/Ability, And The Potential Of The Co-Taught Classroom: Exploring Co-Teachers' Interruptions Of Inequity, Mallory A. Locke
Race, Dis/Ability, And The Potential Of The Co-Taught Classroom: Exploring Co-Teachers' Interruptions Of Inequity, Mallory A. Locke
Theses and Dissertations
Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers’ own educational histories and beliefs about race …
Deserving To Belong: Complex Narratives Of Working And Learning In Self-Contained Spaces, Emily B. Clark
Deserving To Belong: Complex Narratives Of Working And Learning In Self-Contained Spaces, Emily B. Clark
Dissertations, Theses, and Capstone Projects
Using the tools of narrative, discourse, and visual analysis, this study examines the sensemaking of educators and former students who work(ed) and learn(ed) in self-contained special education settings. In three individual interview sessions (and one final sensemaking session), I interviewed fourteen educators and nine former students who work(ed) and learn(ed)in different kinds of self-contained settings within the New York City public school system.This project is not about a specific school, as self-contained classrooms exist in different configurations and locations throughout the city and the country. To protect the participants, all names and references to specific schools and programs have been …
Internship In Developmental Disabilities, Patricia H. Sutherland-Cohen
Internship In Developmental Disabilities, Patricia H. Sutherland-Cohen
Open Educational Resources
No abstract provided.
Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar
Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar
Dissertations, Theses, and Capstone Projects
The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult …
Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than
Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than
Publications and Research
The COVID-19 pandemic and global calls for racial justice surfaced tremendous inequities and revitalized the debate about schooling and its purpose. NYC Parents Speak Out is a public engagement project, based on an interactive survey and interviews that records and reflects NYC family educational experiences during the unprecedented school year of 2020-2021. Our research collective, comprised of researchers, parents, advocates, teachers, and school leaders from the Urban Education Ph.D. Program at The Graduate Center (CUNY) identified three key recommendations based on research findings: to improve communication through family and community engagement; give greater attention to social-emotional and mental health; and …
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Publications and Research
Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …