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Full-Text Articles in Education
The Intersection Of Lgbtq+ Identity And Disability: A Need For School Based Support, Jospeh A. Hogan
The Intersection Of Lgbtq+ Identity And Disability: A Need For School Based Support, Jospeh A. Hogan
Excelsior: Leadership in Teaching and Learning
Grounded in intersectional theory, this article explores the experience of LGBTQ+ students with disabilities. LGBTQ+ students with disabilities experience higher levels of bullying, harassment, suicidal ideation and other challenges in school. Post-school outcomes also reveal negative realities. Schools need to ensure that support is provided to students living at the intersection of LGBTQ+ identity and disability. Implications for school leaders, educational professionals, and educator preparation programs are discussed with recommendations for improving outcomes.
Teaching Disability Access In A Teaching Of Writing Class, Patricia A. Dunn
Teaching Disability Access In A Teaching Of Writing Class, Patricia A. Dunn
Teaching/Writing: The Journal of Writing Teacher Education
This essay argues for including in a teaching of writing class information on making documents, media, and other teaching materials accessible for people with disabilities.
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Journal of Science Education for Students with Disabilities
The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this …
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
Michigan Reading Journal
Approximately 1,500 children are born with upper limb differences (ULDs) each year in the United States. Recently, public media attention has brought a greater awareness of individuals with upper limb differences (ULDs), but educational research on the PreK-12 experiences, available curricular materials, and effective educational strategies are lacking for this group of people. Researchers in this study identified and performed a content analysis of 24 children’s books with characters with ULDs. Findings indicated more of these books were being published recently, that they represented a number of genres, and were largely informative about experiences of people with ULDs. Most were …
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Journal of Educational Research and Practice
Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Academic Labor: Research and Artistry
While much attention is given to undergraduate students with disabilities, far less is devoted to graduate students, particularly those who also act as faculty: Graduate Teaching Assistants (GTAs). This article discusses issues of accessibility encountered by these contingent faculty members, specifically GTAs who have invisible disabilities, and how approaching discussions of contingency and disability with an ethos of transparent vulnerability—a level of transparency that necessarily leads to vulnerability—can help combat the stigma that continues to surround contingency and disability in higher education.
Examining Jordanians' Attitudes Towards Five Types Of Developmental Disabilities, Najah Zaaeed Drph, Mohammad M. Mohammad, Peter Gleason, Khaled A. Bahjri Md, Naomi Modeste
Examining Jordanians' Attitudes Towards Five Types Of Developmental Disabilities, Najah Zaaeed Drph, Mohammad M. Mohammad, Peter Gleason, Khaled A. Bahjri Md, Naomi Modeste
Journal of Refugee & Global Health
Background: The diagnosis and reported rates of persons with developmental disabilities (PWDDs) in Jordan is steadily increasing. Although initiatives have been implemented to improve the lives of PWDDs, attitudes towards PWDDs hinder successful inclusion in the Jordanian society.
Objectives: To examine the relationship between Jordanians socio-economic status and attitudes towards persons with developmental disabilities: autism, blindness, cerebral palsy, Down syndrome and muscular dystrophy.
Methods: Jordanians (N=259), ages 18-65 were recruited for this convergent parallel, mixed-methods study. Participants completed the modified 40-item Community Living Attitude Scale-developmental disability (CLAS-DD) and the modified Intellectual Disability Literacy Scale consisting of five vignettes, representing each …
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
The Advocate
Many beginning teachers feel unprepared to teach students in their inclusive classrooms. Preservice teachers may need applied learning experiences, intentionally focused on understanding of individuals with disabilities as human rather than as their disability or label. This paper shares an applied learning project couched in the principles of Universal Design for learning completed by students in a course about disabilities. Two Student Choice Project examples are shared to demonstrate the process for completion and to provide preliminary evidence of how this project facilitated transformation of student perceptions, built awareness, and improved openness and objectivity in understanding individuals with disabilities.
Mind The Gap: Student Researchers Use Secondary Data To Explore Disparities In Stem Education, Nathan Bean, Amanda Gnadt, Nicole Maupin, Sherry A. White, Lori Andersen
Mind The Gap: Student Researchers Use Secondary Data To Explore Disparities In Stem Education, Nathan Bean, Amanda Gnadt, Nicole Maupin, Sherry A. White, Lori Andersen
Prairie Journal of Educational Research
Large data sets offer opportunities for graduate students to become involved in meaningful research, but also comes with a unique set of challenges. This paper seeks to examine that relationship through utilizing the High School Longitudinal Study 2009 – representative of US ninth graders in 2009 (n = 21,444) – to examine a set of research questions about STEM interest and preparation amongst secondary students. Student researchers identified gaps in plans and outcomes with regards to race, gender, exceptionalities, and socioeconomic status. Findings indicated inequities that affect STEM outcomes. A significant interaction was found between students education expectations by gender …
Are Australian Pre-Service Physical Education Teachers Prepared To Teach Inclusive Physical Education?, Scott J. Pedersen, Paul D. Cooley, Keira Hernandez
Are Australian Pre-Service Physical Education Teachers Prepared To Teach Inclusive Physical Education?, Scott J. Pedersen, Paul D. Cooley, Keira Hernandez
Australian Journal of Teacher Education
Abstract: Australian pre-service physical education (PE) teachers must be prepared for the reality of teaching in inclusive classrooms. Past studies have indicated that the amount of academic preparedness can affect pre-service PE teachers’ intentions to successfully teach in inclusive settings. The current study measured these intentions in a sample of pre-service PE teachers from two different universities. This modified survey required participants to respond to two separate scenarios: one teaching inclusive PE to a student with attention deficit hyperactivity disorder, and one to a student with autism. All participants completed an adapted PE unit with an embedded practicum of different …