Book Review Of Disability Visibility: First-Person Stories From The Twenty-First Century,
2021
Association of American Law Schools
Book Review Of Disability Visibility: First-Person Stories From The Twenty-First Century, Victoria M. Rodríguez-Roldán
Journal of Legal Education
No abstract provided.
Book Review Of Integrating Doctrine And Diversity: Inclusion And Equity In The Law School Classroom,
2021
Northeastern University School of Law
Book Review Of Integrating Doctrine And Diversity: Inclusion And Equity In The Law School Classroom, Stevie Leahy
Journal of Legal Education
No abstract provided.
Neurobehavioral Correlates Associated With Melodic Intonation Therapy For Adults With Nonfluent Aphasia,
2021
University of Nebraska-Lincoln
Neurobehavioral Correlates Associated With Melodic Intonation Therapy For Adults With Nonfluent Aphasia, Caitlin Norquist
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Recent trends in neuroimaging, as it relates to the field of communication disorders, have shed new light on the nature of neuroplasticity and reorganization of brain function as it pertains to recovery from nonfluent aphasia following Melodic Intonation Therapy (MIT). However, demographic limitations in these client populations necessitate synthesis across individual studies to form meaningful patterns for application to clinical practice. We conducted a systematic review of all studies involving pre-and post-treatment neurological and behavioral measures following MIT treatment for adults with nonfluent aphasia. Ten studies were identified for synthesis involving a variety of languages, treatment conditions, and neuroimaging and …
Debating Disability Disclosure In Legal Education,
2021
University of Pennsylvania Carey Law School
Debating Disability Disclosure In Legal Education, Jasmine E. Harris
Journal of Legal Education
No abstract provided.
Am I Disabled? Disability Identity And Law Faculty,
2021
Rutgers Law School
Am I Disabled? Disability Identity And Law Faculty, Katie Eyer
Journal of Legal Education
No abstract provided.
Life Is Complicated: The Urgent Call To Support Student Wellbeing Through Social Emotional Learning,
2021
NLU
Life Is Complicated: The Urgent Call To Support Student Wellbeing Through Social Emotional Learning, Taya Kinzie
Dissertations
Abstract:
Students face increased mental health challenges, including depression, anxiety, trauma, racial trauma, and suicide risk, in addition to opportunity gaps. Despite educators’ work to support students through mental health services and despite the existence of social emotional learning (SEL) programs within the school environment, the impact on student learning and long-term post high school outcomes can feel overwhelming. There is also a perception that the responsibility for SEL belongs only to social workers, psychologists and counselors. The primary research question is; how does embedding of SEL practices vary within instructional, non-instructional, and leadership roles? The related questions are: to …
Deserving To Belong: Complex Narratives Of Working And Learning In Self-Contained Spaces,
2021
CUNY Graduate Center
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 …
The Swans/Ables Project: A Set Of Resources Developed Collaboratively With Teachers To Support The Teaching And Learning Of Students With Additional Learning Needs,
2021
University of Melbourne
The Swans/Ables Project: A Set Of Resources Developed Collaboratively With Teachers To Support The Teaching And Learning Of Students With Additional Learning Needs, Toshiko Kamei
2021-2030 ACER Research Conferences
The inclusion of students with additional learning needs in schooling is part of policy and practice in Australia. However, it has been well documented that teachers lack the resources and training to meaningfully include students with additional learning needs in the full range of learning in their classrooms. The SWANs (Students with Additional Needs) program of work aimed to fill this gap through developing assessments based on learning progressions to provide targeted information to support the teaching and learning of all students, including students with additional learning needs. The development and implementation of the SWANs/ABLES suite of resources illustrates how …
Applying Empirical Learning Progressions For A Holistic Approach To Evidence-Based Education: Swans/Ables,
2021
University of Melbourne
Applying Empirical Learning Progressions For A Holistic Approach To Evidence-Based Education: Swans/Ables, Emily White
2021-2030 ACER Research Conferences
Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone …
Affirming Strength-Based Practices In Disability And Inclusion: A Shared Autoethnographic Study Of The Experiences Of A Teacher,
2021
Monash University
Affirming Strength-Based Practices In Disability And Inclusion: A Shared Autoethnographic Study Of The Experiences Of A Teacher, Alina Kewanian, Edwin Creely, Jane Southcott
The Qualitative Report
In this autoethnographic article we focus on the issues of “disability” and “inclusive education” and the challenges of being positive and affirming in this area of research and practice. As a teacher, I (Alina) continue to encounter regularly the dominant deficit view of “disability,” in spite of the extensive body of literature that advocates for the rights of people with disabilities as well as the benefits of inclusive education best built on strength-based thinking. The autoethnographic methodology allowed me to explore my experiences as an educator and reflect on specific events, presented through four vignettes that capture how my beliefs …
Using Disability Studies In Education (Dse) And Professional Development Schools (Pds) To Implement Inclusive Practices,
2021
Rowan University
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 Departmental Research
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 …
Gender Bias In The Classroom: An In-Service To Create Change,
2021
Grand Valley State University
Gender Bias In The Classroom: An In-Service To Create Change, David Schmidt
Masters Projects
Female students are not often treated the same way as male students in the elementary classroom. Teachers bring their gender bias into their daily practices and unknowingly encourage male student towards STEM subjects and female students away from STEM subjects. This results in a gender gap in STEM careers. This project aims to combat gender bias by holding an in-service. Research supports the idea that once bias has been addressed in individuals, they are less likely to hold on to their bias. Participants will take a test to discover their bias, be presented with relevant research, read an article on …
Perfect Love Casts Out Fear: Exploring The Effectiveness Of A Person-Centered Disability Awareness Seminar In A Congregational Setting,
2021
Concordia Seminary, St. Louis
Perfect Love Casts Out Fear: Exploring The Effectiveness Of A Person-Centered Disability Awareness Seminar In A Congregational Setting, Joshua H. Jones
Doctor of Ministry Major Applied Project
People with disabilities and their families frequently experience barriers toward inclusion and belonging in multiple spheres of life. These barriers are also present in Christian congregations. However, many congregations express a godly desire to love people with disabilities and their families without these obstacles.
The Old and New Testaments provide examples of how God’s people sought to love people with disabilities in their midst creatively and intentionally in response to God’s gracious actions, invitation, and command. Recent research in disability studies routinely highlight the necessity of being attentive to the uniqueness of each person with disabilities and his or her …
Teaching In The Digital Age: Creating A Student-Centered Classroom,
2021
Utah State University
Teaching In The Digital Age: Creating A Student-Centered Classroom, Becca Huber-Jackson
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio compiles the work of the author during her time as a student in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It highlights her personal pedagogy as well as provides supporting research. The different components of this portfolio are separated into two sections: teaching perspectives and research perspectives.
In the teaching perspectives section, she introduces her desired professional environment, outlines her teaching philosophy statement, and provides an analysis based on teaching observations. Research perspectives consist of two research papers and an annotated bibliography written throughout the course of the program that support the …
Accessibility And Usage Of Cultural Heritage By The Disabled Users: Understanding Of Parents’ Points Of View,
2021
University of Catania
Accessibility And Usage Of Cultural Heritage By The Disabled Users: Understanding Of Parents’ Points Of View, Valentina Perciavalle, Elisabetta Sagone
University of South Florida (USF) M3 Publishing
Background: Italian educational system express a growing attention toward the strategies utilized for improving the accessibility and participation for all individuals, but not always for the disabled users’ needs, underestimating the value of inclusive education in various contexts of everyday life. Method: A preliminary study with 82 parents of children and preadolescents with intellectual disability, sensory impairments, and physical disability was carried out adopting the “inclusive research paradigm” to investigate parents’ perceptions, levels of satisfaction, and attitudes toward obstacles/facilitators to accessibility and usage of cultural heritage sites in Sicilian context. Results: Using an online questionnaire, parental satisfaction degree …
Syrian Children’S Perceived Integration Into Turkish National Education System,
2021
Ordu University
Syrian Children’S Perceived Integration Into Turkish National Education System, Nurgul Bekdemir, Gulce Kalayci, Nuray Alagozlu
University of South Florida (USF) M3 Publishing
This study is conducted to analyze Syrian children’s educational life from the perspective of the teachers and explore their acculturation process, and adaptation into the Turkish culture with reference to the difficulties. Moreover, the study will take into account their academic attainment as well as the implemented bilingual education model. Grounded theory was utilized to analyze the data as it enables a scrupulous analysis when there is not much detailed information on the topic. Thematic analysis was conducted as the qualitative research design is required to explore and identify the academic achievement and social adaptation process of Syrian students in …
Understanding The Lived Experiences Of Autistic Adults,
2021
Chapman University
Understanding The Lived Experiences Of Autistic Adults, Sneha Kohli Mathur
Education (PhD) Dissertations
Although there is a plethora of autism-related research, research related to transition and support needs for autistic adults remains limited. The purpose of this study was to understand the hopes, dreams, aspirations, challenges, and lived experiences of autistic adults. Academic literature has largely emphasized autism as a medical deficit, and use of first-person narratives to understand needs of people on the autism spectrum is rare. To fill this gap, I conducted a narrative study through a social model of disability lens and centered voices of autistic individuals. The narrative component of this research allowed readers to understand the subjective experiences …
Advances In Global Education And Research: Volume 4,
2021
University of South Florida
Advances In Global Education And Research: Volume 4, Waynne B. James, Cihan Cobanoglu, Muhittin Cavusoglu
University of South Florida (USF) M3 Publishing
This is the fourth volume of the Advances in Global Education and Research Book Series. This volume has the following parts:
- Part 1: Adult Education
- Part 2: Curriculum and Instruction Development
- Part 3: Educational Technology
- Part 4: Education in Other Specialties
- Part 5: English as a Second Language
- Part 6: Global Competence
- Part 7: Higher Education and Educational Leadership
- Part 8: Inclusive Education
- Part 9: International Education
- Part 10: PreK-12
- Part 11: Research Methods in Education
ISBN: 978-1-955833-04-2
Adult Education
- Teaching for knowledge transfer: Best practices from a graduate-level educational psychology distance learning program
- Bobby Hoffman
- A study on the …
A Deconstructive Reading Of Intercultural Education Of Teachers’ And School Leaders’ Narrative In Italy,
2021
University of Catania
A Deconstructive Reading Of Intercultural Education Of Teachers’ And School Leaders’ Narrative In Italy, Giambattista Bufalino, Gabriella D’Aprile
University of South Florida (USF) M3 Publishing
As a result of the recent influx of immigrant students, intercultural education has become a significant field of interest in Italy. Despite the fact that many educational projects have a well-established rhetorical and ideological approach, the term “intercultural” has become a generic term that has been loosely defined and poorly implemented. On that basis, this article offers a deconstructive reading of a qualitative study conducted in Sicilian schools as part of a European intercultural education project. The study sought to learn more about how cultural diversity representations influence teachers' educational and ethical actions when working with migrant students. We used …
A Phenomenological Study Of The Perceptions Of Co-Teaching Through The Lens Of Special Education And General Education Teachers.,
2021
University of Louisville
A Phenomenological Study Of The Perceptions Of Co-Teaching Through The Lens Of Special Education And General Education Teachers., Erin Seale
Electronic Theses and Dissertations
Co-teaching has become one of the most popular service-delivery models that school districts use to incorporate students with disabilities in the general education settings. This phenomenological study reports how special education teachers and general education teachers at one Central Kentucky high school describes their perceptions and experiences with co-teaching. This study uses semi-structured interview to explore general education and special education teachers’ perceptions of their experiences with co-teaching and being a part of a co-teaching team.
