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Disability and Equity in Education Commons

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Toward Transformative Gender Justice: Listening To ̶G̶E̶N̶D̶E̶R̶ ̶N̶O̶N̶-̶B̶I̶N̶A̶R̶Y̶ Individuals' Experiences Of School, Katherine Lewis 2019 Texas State University - San Marcos

Toward Transformative Gender Justice: Listening To ̶G̶E̶N̶D̶E̶R̶ ̶N̶O̶N̶-̶B̶I̶N̶A̶R̶Y̶ Individuals' Experiences Of School, Katherine Lewis

Katherine Lewis

The primary purpose of this study is to investigate and understand gender diverse individuals’ retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.

In this qualitative study, semi-structured interviewing served as the primary method of inquiry. Eight gender non-binary adult participants were purposefully selected and individually interviewed. The participants were asked to describe their gendered experiences in K-12 schools. The secondary method of inquiry was a focus group interview in which seven participants were asked to offer ...


Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver 2019 KSU

Understanding Equitable Assessment: How Preservice Teachers Make Meaning Of Disability, Melissa K. Driver

Journal of Multicultural Affairs

Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of ...


Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander 2019 The Graduate Center, City University of New York

Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander

All Dissertations, Theses, and Capstone Projects

This dissertation explores the extent to which the beliefs and practices of teachers who work in a “struggling” school can be shifted towards inclusiveness through an action research based professional development program. The school was struggling in that it was charged with the education of children who are marginalized by a range of social forces while simultaneously accountable to institutional priorities. Broadly speaking, these institutional priorities preferred behaviorist punishment and technocratic approaches to meeting student needs, devaluing and decontextualizing students’ proficiencies as test scores and special education labels, in turn impeding inclusive change. Over the course of four months, an ...


Reimagining The Flute Masterclass: Case Studies Exploring Artistry, Authority, And Embodiment, Sarah Carrier 2019 The Graduate Center, City University of New York

Reimagining The Flute Masterclass: Case Studies Exploring Artistry, Authority, And Embodiment, Sarah Carrier

All Dissertations, Theses, and Capstone Projects

This work explores the flute masterclass as an aesthetic, ritualized, and historically reimagined cultural practice. Based on fieldwork that took place between 2017 and 2019 in the United States, in Italy, and on the social media platforms Instagram, Facebook, and YouTube, I argue that the masterclass—an extension of the master/apprentice system that dominates learning in the classical music tradition—is characterized by embodied qualities of artistry and authority. These qualities are not inherent, but are perceived through subjective, social, familied, and affective bodies.

Chapter One outlines the main themes and the research design. Chapter Two is a case ...


Effective Ways Of Teaching Children With Autism Spectrum Disorder In Inclusive Physical Education Setting, Ruben Arroyo 2019 The College at Brockport: State University of New York

Effective Ways Of Teaching Children With Autism Spectrum Disorder In Inclusive Physical Education Setting, Ruben Arroyo

Kinesiology, Sport Studies, and Physical Education Synthesis Projects

The purpose of this synthesis is to provide effective teaching strategies for inclusion of students with autism in adapted physical education settings. To that end, a literature review produced a critical mass of 16 relevant articles identifying strategies such as prompting, video modeling, variable intensity prompting (i.e., flexible and most-to-least), antecedent-based intervention, peer tutoring and self-management. These strategies are further discussed to provide practical ways physical educators can use to include students with autism to general or adapted physical education settings. Based on gathered data, there is strong evidence supporting the benefits of variable intensity prompting strategies like most-to-least ...


Tailoring Higher Education Instruction For Students With Asd To Transition To Employment : Employer Perspectives, Hillary M. Adams 2019 West Virginia Autism Training Center, Marshall University

Tailoring Higher Education Instruction For Students With Asd To Transition To Employment : Employer Perspectives, Hillary M. Adams

Hillary M. Adams

This study explores the need for tailored higher education curricula for students with Autism Spectrum Disorder (ASD) as they transition from college to employment. I t is estimated that 50,000 individuals diagnosed with ASD turn eighteen each year (Autism Speaks, 2012), and one in three of those individuals are entering higher education ( Roux , Shattuck, Rast, Rava, & Anderson, 2015) . Individuals with ASD face poor outcomes in the workforce; 75- 85% of adults with ASD do not have full -time employment (Scheiner, 2013). Lack of employment opportunities derive from impairments in social skills, be haviors, theory of mind, and sensory issues (Grandin & Duffy, 2008) in addition to an overall low interest by employers to hire individuals with disabilities (Wilgosh & Skaret, 1987; Millington, Szymanski, & Hanley - Maxwell, 1994; Hernandez, Keys, & Balcaza r, 2000; Unger, 2002). Students with ASD need ...


Inclusion And Policy Enactment In Teacher Education: A Focus On Pre-Service Teacher Preparation For The Inclusive Classroom, Ayman Massouti 2019 The University of Western Ontario

Inclusion And Policy Enactment In Teacher Education: A Focus On Pre-Service Teacher Preparation For The Inclusive Classroom, Ayman Massouti

Electronic Thesis and Dissertation Repository

Preparing pre-service teachers to enact inclusive teaching practices in the inclusive classroom has become a concern for national and international educational organizations. Adding to these concerns, research on inclusive educati­on policy enactment in teacher education programs, particularly in a continuously growing and recognized diverse society such as Ontario, Canada, is scarce. In order to provide insight to address these issues, this study aimed to examine the enactment of the policy document titled Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation (OME, 2014) in one Ontario teacher education program. In particular, the study focused on ...


Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers 2019 Parkway North Schools, St. Louis, MO

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers

Journal of Science Education for Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements ...


Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. DeVeney, Lisa Kelly-Vance 2019 Omaha Public Schools Early Intervention Network

Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance

Journal of Curriculum, Teaching, Learning and Leadership in Education

The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend ...


Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D. 2019 University of North Florida

Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D.

Caroline Guardino

The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.


Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano 2019 Rochester Institute of Technology

Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes ...


Exemplary Leadership: A Mixed-Methods Case Study Discovering How Special Education Administrators Create Meaning, Julia VanderVennet 2019 Brandman University

Exemplary Leadership: A Mixed-Methods Case Study Discovering How Special Education Administrators Create Meaning, Julia Vandervennet

Dissertations

Purpose: The purpose of this mixed-methods case study was to identify and describe the

behaviors that exemplary Special Education administrators use to create personal and organizational meaning for themselves and their followers through character, vision, relationships, wisdom, and inspiration. In addition, it is the purpose of this study to determine the degree of importance to which special education teachers perceive the behaviors related to character, vision, relationships, wisdom, and inspiration help to create personal and organizational meaning.

Methodology: The current mixed-methods study obtained in depth qualitative data through interviews from 3 exemplary special education administrators. Following the qualitative interview process ...


Educación Para La Primera Infancia En Un Contexto De Desarrollo Humano Y Formación De Capital Social En Bogotá, Jonathan Andrés Bejarano Vásquez 2019 Universidad de La Salle, Bogotá

Educación Para La Primera Infancia En Un Contexto De Desarrollo Humano Y Formación De Capital Social En Bogotá, Jonathan Andrés Bejarano Vásquez

Economía

Ante un entorno económico y social evidentemente desigual, inequitativo y con insuficientes oportunidades de movilidad social vertical ascendente, la educación para la primera infancia se presenta como una necesidad en el enfoque de la política pública. Para orientarse a la solución de dichas problemáticas sociales, es pertinente desde la perspectiva del presente trabajo crear capacidades en los individuos desde los primeros años de vida como un mecanismo de formación de capital social, desarrollo humano y justicia social. Desde una perspectiva teórica interdisciplinar se busca evaluar, por medio de indicadores de cobertura, calidad, inclusión y pertinencia, la estructura educativa producto de ...


Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White 2019 Educational Testing Service

Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White

Journal of Science Education for Students with Disabilities

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.


Adapting First Aid Education To Fragile Contexts: A Qualitative Study, Ellen Gordon, Thomas Wilp, Emily Oliver, Jeffrey L. Pellegrino 2019 British Red Cross

Adapting First Aid Education To Fragile Contexts: A Qualitative Study, Ellen Gordon, Thomas Wilp, Emily Oliver, Jeffrey L. Pellegrino

International Journal of First Aid Education

Evidence for international first aid guidelines predominantly comes from studies conducted in western contexts during peacetime and/or healthcare settings. Yet, internationally the burden of trauma falls on low- and middle-income countries where lay responders might have to act in fragile contexts, where first aid and healthcare resources are limited or not available.

This study focuses on the principles and practices that govern first aid education (FAE), versus clinical evidence of first aid interventions. Accepting that application of first aid may vary according to context, we sought to understand educational principles according to contextual resources of fragile and non-fragile environments ...


Tech For Understanding: An Introduction To Assistive And Instructional Technology In The Classroom, Taylor Caldwell 2019 Liberty University

Tech For Understanding: An Introduction To Assistive And Instructional Technology In The Classroom, Taylor Caldwell

Montview Liberty University Journal of Undergraduate Research

This paper examines the different types of assistive and instructional technology available to students who are classified with one or more of the thirteen disabilities outlined in the Individuals with Disabilities Education Act (referred to as, IDEA). While the roles of assistive and instructional technology are different, there are many instances where their uses may overlap. Thus, while these two categories will be discussed separately, it should be noted that some information may be applied to each category and more than one piece of technology. The purpose of this paper is to provide an introduction to the world of assistive ...


A Survey Of College Students With Learning Disabilities And Attention Deficit Hyperactivity Disorder To Identify Their Relationship And Use Of College Disability Resource Centers, Telia M. West 2019 Utah State University

A Survey Of College Students With Learning Disabilities And Attention Deficit Hyperactivity Disorder To Identify Their Relationship And Use Of College Disability Resource Centers, Telia M. West

All Graduate Plan B and other Reports

College students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) complete college at lower rates than their non-disabled peers (Newman & Madaus, 2015). Colleges receiving federal funding are required to have a disability resource center (DRC) that provides and coordinates accommodations for students with disabilities. This project examined the factors that led students with LD and/or ADHD to initially contact their college DRC. This project examined data from 61 college students pursuing an undergraduate degree with LD and/or ADHD who had already contacted their DRC. A survey was sent to those students asking about circumstances surrounding ...


A Study Of Select Factors Regarding The Preparedness Of Youth Exiting The Foster Care System, Vickey Herndon-Hale 2019 Atlanta University Center

A Study Of Select Factors Regarding The Preparedness Of Youth Exiting The Foster Care System, Vickey Herndon-Hale

Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University

In communities across the United States, thousands of young people leave foster care without the support of family or community. At age 18, now legally adults, young people in foster care face potentially dramatic life changes as they are terminated from foster care services because they have reached the age of ineligibility, commonly referred to as “aging out.” Although research has increased an understanding of the experiences of youth exiting the foster care system, studies focusing on their experiences while transitioning out of the foster care system and into adulthood have been largely absent in the literature. This qualitative study ...


Assessing Student Misconceptions Of The Electrical Potential Of Spherical Conductors, saif alneyadi 2019 UAEU

Assessing Student Misconceptions Of The Electrical Potential Of Spherical Conductors, Saif Alneyadi

International Journal for Research in Education

The purpose of this study was to identify and assess the misconceptions of grade 12 students in the United Arab Emirates (UAE) concerning the electrical potential of spherical conductors in physics. This study employed a two-tier multiple choice testing strategy to assess student misconceptions. The participants consisted of 200 grade 12 science students, including 100 male and 100 female students, drawn from UAE public high schools. The findings showed that the students held a variety of misconceptions regarding the electrical potential of spherical conductors. Moreover, most of the students did not possess a good understanding of the electrical potential of ...


Using Evidence-Based Behaviorist Instructional Strategies With Effect Size In Inclusive Elementary Schools In Kuwait, Zaid Nazzal Al-Shammari 2019 Kuwait University

Using Evidence-Based Behaviorist Instructional Strategies With Effect Size In Inclusive Elementary Schools In Kuwait, Zaid Nazzal Al-Shammari

International Journal for Research in Education

This research purposes to investigate the use of evidence-based behaviorism instructional strategies with effect size in the education of students with special needs from inservice special education teachers' point of views in Kuwait's public inclusive elementary schools. A developed questionnaire survey included some variables (i.e. nationality, age, marital status, education qualification, teaching experience, direct instruction, functional behavioral analysis, and assessment, evaluation and feedback) to measure 120 inservice special education female teachers' point of views that randomly selected. Results revealed significant differences found in the education qualification variable only. Some recommendations provided for a further research in future on ...


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