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Full-Text Articles in Education
“We’Re Not Walking Schools”: Storying The Pandemic Schooling Experiences Of Mothers Of Children With Disabilities, Kristi Cheyney-Collante, Lindsey Chapman, Shaunté Duggins
“We’Re Not Walking Schools”: Storying The Pandemic Schooling Experiences Of Mothers Of Children With Disabilities, Kristi Cheyney-Collante, Lindsey Chapman, Shaunté Duggins
The Qualitative Report
This article describes a study designed to better understand the fallout of extended school closures and staggered re-openings for one group heavily impacted by the pandemic, mothers of children with disabilities. Using feminist ways of knowing as the backdrop, we explored how a small group of mothers experienced pandemic-related educational shifts. We aimed to provide solidarity and a space of care. We employed narrative methods to support the storying of their individual and collective experiences. Data were synthesized vis-à-vis participants’ ethic of care, particularly in relationship to the power structures they traversed. Taking a deep dive into the experiences of …
The Use Of Assistive Technology For Students With Disabilities In Technical Colleges In Ondo State, Deborah Ahuoiza Vincent, Rebecca Oyenike Okeowo, Samson Ariyo
The Use Of Assistive Technology For Students With Disabilities In Technical Colleges In Ondo State, Deborah Ahuoiza Vincent, Rebecca Oyenike Okeowo, Samson Ariyo
Journal of Educational Research and Practice
The goal of this study was to explore the use of assistive technology (AT) for students with disabilities in technical colleges in Ondo State. Three research questions guided the study. A cross-sectional survey design was adopted and the survey included 104 participants (38 university lecturers and 66 students with disabilities) drawn from the three technical colleges in Ondo State. A structured questionnaire consisting of 54 items was also adapted and used in data collection. The reliability coefficient of the instrument was 0.86. The data collected were analyzed using SPSS Version 26. The findings of the study revealed that while there …
Teaching Science To Students With Disabilities Using Socio-Scientific Issues, Rachel Juergensen, Laura Zangori, Pat Friedrichsen, Troy D. Sadler
Teaching Science To Students With Disabilities Using Socio-Scientific Issues, Rachel Juergensen, Laura Zangori, Pat Friedrichsen, Troy D. Sadler
Journal of Science Education for Students with Disabilities
Students with disabilities experience inequitable learning opportunities in science classrooms. To create equitable learning environments, science teachers must embed supports within their curriculum units. Teachers rely on their beliefs about the capabilities of their students, their role as science teachers, and the goals of science education to adapt their curriculum units. Curricular changes occur through their pedagogical design capacity (PDC) during lesson planning and enactments, in which their beliefs inform their PDC choices. Yet there is little research regarding science teachers’ beliefs about teaching students with disabilities and how they enact their science curriculum materials in general education science classrooms. …
Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar
Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar
The Rural Educator
Despite a long history of overrepresentation in segregated settings (Brock, 2018), students with disabilities who require extensive supports are more likely to receive inclusive placements in rural schools. In this paper, we present findings from a narrative literature analysis of inclusive education for students with disabilities in rural schools located in the United States. Our search yielded 24 articles, published between 2002 and 2019, which reveal three storylines: (a) perceptions about inclusive education in rural schools and communities, (b) inclusive placements are common for students with disabilities, and (c) access to resources is a factor for rural schools to provide …
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Journal of Educational Research and Practice
The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive …
Creating Brave & Productive Learning Environments For Young Adolescents: Parents’ Perspectives Of Teacher-Parent And Teacher-Student Relationships, Leslie Rogers, Dan Hyson
Creating Brave & Productive Learning Environments For Young Adolescents: Parents’ Perspectives Of Teacher-Parent And Teacher-Student Relationships, Leslie Rogers, Dan Hyson
Middle Grades Review
Teachers are masters of content and of creating connections (e.g., students-content, students-students, teacher-students, teacher-parents). Both impact one’s ability to create and sustain brave and productive learning environments. Teachers connect students to the content, and to each other. At the top of the list of important connections are teacher-student and teacher-parent relationships. In the current paper, we examine these relationships from the perspective of parents of middle school students with disabilities, an under-studied group. We describe theories of learning that support investigating these relationships from parents’ perspectives and outline why this could be an impactful lens for teachers to consider. We …
Serving Students With Disabilities Who Are Culturally And Linguistically Diverse In Rural Communities: Technology Access Is Essential, Benjamin Gallegos, Lisa A. Dieker, Rebecca Smith, Nicole C. Ralston
Serving Students With Disabilities Who Are Culturally And Linguistically Diverse In Rural Communities: Technology Access Is Essential, Benjamin Gallegos, Lisa A. Dieker, Rebecca Smith, Nicole C. Ralston
Northwest Journal of Teacher Education
Before the COVID-19 pandemic changed the educational landscape, students with disabilities, especially those who are culturally and linguistically diverse, and their special education teachers who worked and attended schools located in rural communities faced barriers most schools and communities experienced nationwide. As schools shifted to remote virtual learning due to the COVID-19 pandemic, rural schools were already at a disadvantage with the lack of resources with technology access. The call for addressing shortcomings in the various digital technology supports towards enhancing the teachers’ delivery of content and the students’ academic outcomes has been a continual challenge to address. This paper …
Engaging Students With Disabilities In Universally Designed Science Education, Latifa Sebti, Michelle L. Damiani
Engaging Students With Disabilities In Universally Designed Science Education, Latifa Sebti, Michelle L. Damiani
Journal of Science Education for Students with Disabilities
Increased student diversity in classrooms and the need for equitable STEM opportunities for all, creates an impetus for educators to establish inclusive and equitable environments and use teaching practices that facilitate meaningful learning for all students in science education. This article offers a three-part framework for combining inclusive philosophy, the science and engineering practices, and Universal Design for Learning. The article is intended to help teachers and teacher educators universally design science education to level the science learning field through access and equity for all students, including students with disabilities. We advocate for the use of four practices: creating an …
Higher Education Response To Challenges During Covid-19 Pandemic, Luke Byram
Higher Education Response To Challenges During Covid-19 Pandemic, Luke Byram
Access*: Interdisciplinary Journal of Student Research and Scholarship
This paper explores the response of international higher education to the COVID-19 pandemic through the lenses of broadband connectivity, faculty fatigue over teaching online and student performance during the public health crisis. It also addresses the global supply chain challenges the world experienced and its effect on higher education related to technology. Finally, the paper identifies lessons learned and strategies for future success for higher education in an online environment.
Empathy In Action: A Pathway To Acceptance Of Individuals With Disabilities In Sixth Grade Students, Stefanie Neal
Empathy In Action: A Pathway To Acceptance Of Individuals With Disabilities In Sixth Grade Students, Stefanie Neal
Graduate Review
The need for middle school students to acquire social competence which improves peer acceptance creates the potential for a negative impact to healthy development, especially for individuals with disabilities. The purpose of this study was to determine if participating in a simulated experience of visual, auditory and/or hearing impairment would improve empathy and acceptance of individuals with a disability, in middle school students. Methods: Forty-four sixth grade students, aged eleven to twelve years, attending a school in the rural Midwest, participated in the study. Students were randomly divided into three groups and participated in three activities for ten minutes each …
Publishing Successful Practitioner (Teaching Techniques) Manuscripts For The Journal Of Science Education For Students With Disabilities, Jonte C. Taylor
Publishing Successful Practitioner (Teaching Techniques) Manuscripts For The Journal Of Science Education For Students With Disabilities, Jonte C. Taylor
Journal of Science Education for Students with Disabilities
The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to …
Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D.
Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D.
Journal of Research Initiatives
The authors of this essay revisit what Special Education for students with disabilities in schools was intended to be in the post-Individuals with Disabilities Education Act (IDEA) era. They highlight the similarities in pressures and concerns which have plagued, and still plague, the field of Special Education across the last two decades, including issues related to funding and teacher preparation. The authors challenge readers with the statement that, “Now is the time to ask hard questions about the efficacy of special education efforts.” To respond to the title question of the essay, they pose a set of questions based upon …
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Occasional Paper Series
Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.
Academic Performance Of Students With Disabilities In Higher Education: Insights From A Study Of One Catholic College, Laura M. Wasielewski
Academic Performance Of Students With Disabilities In Higher Education: Insights From A Study Of One Catholic College, Laura M. Wasielewski
Journal of Catholic Education
The purpose of this study was to determine if students with disabilities perform comparably to students without disabilities academically at a small liberal arts college. Quantitative results were gathered through the comparison of end of semester and cumulative grade point averages for students with disabilities and students without disabilities (n=56). The t test for independent means and a 2-way analysis of variance were used to test hypotheses. Students without disabilities had significantly higher academic performances than students with disabilities as measured by grade point averages. Female students without disabilities outperformed female students with disabilities as measured by end-of-semester and cumulative …
Computer Access For Students With Disabilities: An Adaptive Technology Laboratory, Frances Grodzinsky
Computer Access For Students With Disabilities: An Adaptive Technology Laboratory, Frances Grodzinsky
School of Computer Science & Engineering Faculty Publications
Adaptive technology, which permits equity of access, has helped to reassure people with disabilities that they can attempt a university education with minimal accommodation.
Inclusion: Educating Students With And Without Disabilities, Bill Henderson
Inclusion: Educating Students With And Without Disabilities, Bill Henderson
New England Journal of Public Policy
This article presents an overview of inclusion, a practice that is being utilized increasingly in schools across the country. In inclusive schools, students who have disabilities learn together with their nondisabled peers. Teachers and support staff collaborate to serve all students in integrated classes. After reviewing the social and legal background of inclusion, Henderson describes specific strategies for designing and implementing successful programs. He outlines organizational change, curriculum and instruction modification, and school culture transformation.