Education Commons^™

Searching For Authenticity In Disability Identity Development, Kaia B. Palm-Leis

The Vermont Connection

This article explores the nuances and pathways of disability identity development as well as what may constitute authentic disability identity in various theories and models. Authentic disability identity is influenced by how individuals interact with different power structures and systems and ultimately how they are related to normativity produced by ableism. Because each individual will have unique interactions with these systems, identity development and thus authenticity varies. Practitioners in higher education, with an understanding of how systems influence such nuanced identity, can create more open and flexible pathways to accommodations, improve outreach, and expand support outside of academic contexts.

Teaching And Learning For Our Times, 2.0: Editorial Remarks, James F. Nagle, Penny A. Bishop

Middle Grades Review

No abstract provided.

Middle Grades Education In The Age Of Covid-19: Editorial Remarks, James F. Nagle, Penny A. Bishop

Middle Grades Review

No abstract provided.

Teaching And Learning For Our Times: Editorial Remarks, James F. Nagle, Penny A. Bishop

Middle Grades Review

No abstract provided.

Mic Check? Mic Check! Amplifying Our Voices, Kirsty Nicole Bocado

The Vermont Connection

Content Warning: discrimination, suicidal ideation, violence

When I write about mental illness, I use the terms: disability, identity, and relationship. However, no word captures what mental illness means to me. Mental illness is somehow both a part of me and a separate, intangible entity. Every day is an exhausting struggle to live with and understand it, and during my first year of graduate school, I experienced covert ableism. This harm caused a long and tedious recovery process on top of ongoing unlearning and healing. Through recovery, I adopted the practice of “embracing the whole” of emotions, feelings, symptoms, and triggers. …

Making Middle Grades Education More Accessible And Engaging: Editorial Remarks, James F. Nagle, Penny A. Bishop

Middle Grades Review

No abstract provided.