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Articles 1 - 15 of 15
Full-Text Articles in Education
Falling Through The Cracks: Deaf New Americans And Their Unsupported Educational Needs, Michael A. Schwarz, Brent Elder, Monu Chhetri
Falling Through The Cracks: Deaf New Americans And Their Unsupported Educational Needs, Michael A. Schwarz, Brent Elder, Monu Chhetri
College of Education Faculty Scholarship
Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings …
Barriers To Knowing And Being Known: Constructions Of (In)Competence In Research, Casey L. Woodfield, Justin E. Freedman
Barriers To Knowing And Being Known: Constructions Of (In)Competence In Research, Casey L. Woodfield, Justin E. Freedman
College of Education Faculty Scholarship
In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated communication, an augmentative and alternative communication technique for teaching people with disabilities to communicate through pointing, or typing with support provided by a communication partner. We examine how researchers impose demands for the scientific validation of facilitated communication and use such demands to discredit autistic people identified with intellectual disabilities in their attempts …
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 …
Enhancing Deaf People’S Access To Justice In Northern Ireland: Implementing Article 13 Of The Un Convention On The Rights Of Persons With Disabilities, Bronagh Byrne, Brent Elder, Michael Schwartz
Enhancing Deaf People’S Access To Justice In Northern Ireland: Implementing Article 13 Of The Un Convention On The Rights Of Persons With Disabilities, Bronagh Byrne, Brent Elder, Michael Schwartz
College of Education Faculty Scholarship
Article 13 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) specifies that disabled people have the right to ‘effective access to justice’ on an equal basis with others. This includes Deaf people. There is a distinct lack of research which explores the extent to which Article 13 UNCRPD is implemented in practice and which actively involves Deaf people in its implementation and monitoring. This paper shares findings from a rights-based research study co-produced with a Deaf Advisory Group and a Deaf-led organisation. It explores the implementation of Article 13 UNCRPD in Northern Ireland through the …
The Community-Based Actions That Removed Barriers To Inclusive Education In Kenya, Brent Elder, Mbuh Payne, Benson Oswago
The Community-Based Actions That Removed Barriers To Inclusive Education In Kenya, Brent Elder, Mbuh Payne, Benson Oswago
College of Education Faculty Scholarship
This article represents a culmination of inclusive education projects implemented in western Kenya since 2010. In this article, we discuss the 2018 iteration of this on-going community-based participatory research (CBPR)-informed project in which we utilised multiple theoretical frameworks to inform our methods in this project, including decolonising methodologies and Critical Disability Studies (CDS). We conducted qualitative interviews as a way to learn about the ways in which inclusion committees facilitated the partial removal of barriers to the development of an inclusive education system in the region over the last decade. In this article, we provide an overview of the barriers …
Qualitative Research Within The Deaf Community In Northern Ireland: A Multilingual Approach, Brent C. Elder, Michael A. Schwartz
Qualitative Research Within The Deaf Community In Northern Ireland: A Multilingual Approach, Brent C. Elder, Michael A. Schwartz
College of Education Faculty Scholarship
In this methodology article, the authors illustrate how they conducted multilingual qualitative research in an exploration of the barriers that Deaf people in Northern Ireland face when attempting to access the system of justice. The authors’ research practices are informed, to the extent possible, by the principles of community-based participatory research (CBPR). They explore the challenges of conducting research in American Sign Language (ASL), British Sign Language (BSL), and Irish Sign Language (ISL), and spoken English, facilitated by sign language interpreters fluent in BSL and ISL. Centering the research on the lived experiences of Deaf people who navigate the system …
Encountering Ableism In The Moment, Justin E. Freedman, Benjamin H. Dotger, Yosung Song
Encountering Ableism In The Moment, Justin E. Freedman, Benjamin H. Dotger, Yosung Song
College of Education Faculty Scholarship
At colleges and universities in the United States, disability is typically addressed as a medicalized identity. Students must self-identify as having a disability to their postsecondary school in order to receive access to accommodations. They are also expected to communicate with faculty members about using accommodations in individual courses. Students report experiencing stigma and discrimination due to being required to disclose a disability status and negotiate with faculty members to use accommodations. This paper uses theoretical frameworks within the field of Disability Studies to investigate how university students engage in conversations with faculty members about accommodations. Students provide insight into …
Decolonizing Inclusive Education: A Collection Of Practical Inclusive Cds- And Discrit-Informed Teaching Practices, Brent Elder
Decolonizing Inclusive Education: A Collection Of Practical Inclusive Cds- And Discrit-Informed Teaching Practices, Brent Elder
College of Education Faculty Scholarship
In this paper, we present a collection of decolonizing inclusive practices for elementary education that we have found effective when implementing them in postcolonial countries. The choice and implementation of such practices was informed by the intersectional and interdisciplinary theoretical framework of Critical Disability Studies (CDS) and Disability Critical Race Theory in Education (DisCrit), and guided by decolonizing methodologies and community-based participatory research (CBPR). The main purpose of this paper is to show how critical theoretical frameworks can be made accessible to practitioners through strategies that can foster a critical perspective of inclusive education in postcolonial countries. By doing so, …
Going To School For The First Time: Inclusion Committee Members Increasing The Number Of Students With Disabilities In Primary Schools In Kenya, Brent Elder, Bernard Kuja
Going To School For The First Time: Inclusion Committee Members Increasing The Number Of Students With Disabilities In Primary Schools In Kenya, Brent Elder, Bernard Kuja
College of Education Faculty Scholarship
This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This expansion of teacher training on inclusive education and critical disability studies promoted sustained school- and community-based discussions on inclusive education and sensitisation on issues related to disability. These practices also led to the development of inclusion committees, co-teaching practices, and stimulated the partial dissolution of the physical boundaries …
Multiple Methodologies: Using Community-Based Participatory Research And Decolonizing Methodologies In Kenya, Brent C. Elder, Kenneth O. Odoyo
Multiple Methodologies: Using Community-Based Participatory Research And Decolonizing Methodologies In Kenya, Brent C. Elder, Kenneth O. Odoyo
College of Education Faculty Scholarship
In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with …
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 …
Tangible First Steps: Inclusion Committees As A Strategy To Create Inclusive Schools In Western Kenya, Brent C. Elder, Michelle L. Damiani, Theophilus O. Okongo
Tangible First Steps: Inclusion Committees As A Strategy To Create Inclusive Schools In Western Kenya, Brent C. Elder, Michelle L. Damiani, Theophilus O. Okongo
College of Education Faculty Scholarship
This paper provides one example of forming an inclusion committee in Kenya toward the vision of creating inclusive primary school campuses. We suggest the development of inclusion committees as a potential innovative strategy and a critical element of community reform toward disability awareness, and to increase access to primary school education for students with disabilities. The formation of the inclusion committee followed a member-driven process for identifying barriers to educational access for students with disabilities, prioritizing the needs within their local context, determining a plan of action to address these needs within existing community resources, and gaining access to new …
Stories From The Margins: Refugees With Disabilities Rebuilding Lives, Brent C. Elder
Stories From The Margins: Refugees With Disabilities Rebuilding Lives, Brent C. Elder
College of Education Faculty Scholarship
Every day around the world, people are displaced from their country of birth, are labeled as “refugees,” and are relocated to refugee camps run by the Office of the United Nations Refugee Agency (UNHCR). The most fortunate refugees live in camps for a decade or less before relocating to a country offering refuge. Others may live in camps for 20 years or more before resettlement. Some never leave the camps. Many reports from the United Nations (UN) and the World Health Organization (WHO) acknowledge that refugees with disabilities are at a higher risk of human rights abuses (UNHCR 2010; WHO …
Working Within The Tensions Of Disability And Education In Post-Colonial Kenya: Toward A Praxis Of Critical Disability Studies, Brent C. Elder, Alan Foley
Working Within The Tensions Of Disability And Education In Post-Colonial Kenya: Toward A Praxis Of Critical Disability Studies, Brent C. Elder, Alan Foley
College of Education Faculty Scholarship
This paper explores emerging and evolving critical approaches to inclusive education development work in the postcolonial, global South context of Kenya. Taking an ontoformative (Connell, 2011) perspective of disability, we view disability as a dynamic process inherently tied to social contexts and their fluid effects on disabled bodies. Thus, not all impairments are a natural form of human diversity, and many are imposed on bodies in underdeveloped countries through oppressive imported Western practices. In this paper we present our work not as models of ‘what to do’ or ‘what not to do’ in development work. Rather we offer a reflection …