Education Commons^™

Equity, Diversity, And Inclusion Climate Assessment Activities: Development And Strategic Use In Diversity Action Plans, Dr. Kristen M. Radsliff Rebmann, Parinaz Zartoshty, Kim Green, Erin Kelly-Weber, Dr. Vidalino Raatior, Lori Vonderach

School of Information Student Research Journal

This project report describes climate assessment activities in support of the development of a college-level diversity, equity, and inclusion (EDI) action plan. Elements of the climate assessment activities are described along with their purpose and rationale for inclusion. Recommendations are made for libraries to design and deploy their own EDI assessment activities with the goal of developing robust action plans supportive of inclusive excellence.

Evidence-Based Practices To Promote Inclusion In Today’S Catholic School, Sean Smith, G Cheatham, Maggie Mosher

Journal of Catholic Education

Abstract

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and …

A Framework For All: Building Capacity For Service Delivery In Catholic Schools, Michael Faggella-Luby, Christie Bonfiglio

Journal of Catholic Education

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A …

Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel

Journal of Catholic Education

Catholic school personnel are increasingly recognizing that many of their students, including students with disabilities, need and benefit from inclusive educational practices. These oftentimes ad hoc practices are motivated by the Catholic identity and mission of the school, as well as the diverse educational needs of students. This article responds to these recognized realities, arguing that Catholic Social Teaching (CST) and the practical reality of academically diverse students requires understanding disability as being unique to each student, though within categories recognized in the Individuals With Disabilities Act (IDEA) that serve as starting points for interventions. CST and the recognition of …

To Act With Justice And Love Tenderly: Exploring The Church’S Call For Inclusion, Michael J. Boyle

Journal of Catholic Education

This paper explores some of the documents that provide a foundation for the Church and its ministries to deliver justice and mercy to all, including students with disabilities. First, Catholic Social Teaching (CST) traditions will be presented as the foundation to some of the documents of the American Church. A chronology of the documents of United States bishops will trace the flow of CST as the impetus for designing and delivering programs for students with disabilities in Catholic schools. Implications for Catholic schools are outlined for next steps for implementation.

Mission-Centered Collaborative Bridges To Increase Stem Motivations, Colleen Duffy

Journal of Vincentian Social Action

Many school administrators are enthusiastic about implementing new educational initiatives but have their plans thwarted because they are faced with the reality of insufficient resources. This can greatly limit the expansion of K-12 educational programs and deprive students of valuable learning opportunities. Additionally, teacher preparation programs are required to meet state mandates such as providing field experiences for preservice teachers that promote the authentic application of knowledge in PK-12 classrooms, but regional competition for placement opportunities create tremendous obstacles for higher education faculty. This essay describes the creation and implementation of a mission-centered mutually beneficial K-12 and intercollegiate partnership that …

Building Teacher Empathy And Culturally Responsive Practice Through Professional Development And Self-Reflection, Barbara S. Rieckhoff, Melissa Ockerman, Amira Proweller, James Wolfinger

Journal of Vincentian Social Action

Today’s teachers face growing demands and mandates to support every aspect of a student’s academic success, with additional expectations to support students’ social and emotional needs both inside and outside of the classroom. In the face of increasing student cultural, racial and linguistic diversity, the teaching pool remains relatively homogeneous, consisting largely of white, European-American educators. This disconnect between the lived experiences of teachers and their students makes it difficult for teachers to value and connect to a diverse student body. This qualitative study explores how a collaborative multi-tiered critical professional development model between a non-for-profit organization and a University, …

Symbolic Boundaries And The Clinical Preparation Of Teacher Candidates, Bilge Cerezci, Donald Mcclure

Journal of Vincentian Social Action

The purpose of this essay is to make sense of the two divides in the clinical preparation of teacher candidates: (1) between professional knowledge and skilled practice, and (2) between university-based courses and school-based field experiences. This essay extends the work of Lamont and Molnár (2002) to conceptualize symbolic boundaries related to these two divides. Within this framework, a review of the research highlights three main implications. First, teacher education programs need to design teaching and learning experiences that allow teacher candidates to use the professional knowledge they have gained through their university courses across multiple educational settings. Second, such …

Improving Co-Teachers Relationships, Asher Samuel

Journal of Vincentian Social Action

Co-teaching is an instructional strategy wherein two teachers, a general education teacher and a special education teacher, share instructional responsibilities in a general education class that includes students with disabilities (SWDs) (Friend, 2010). An important component of co-teaching is the relationship between the teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on factors influencing the relationship. This study investigated if teaching experience affects co-teachers’ perception of teamwork. Participants included special and general education co-teachers from eight public school districts in New York City. Co-teachers from grades K-12 completed the Tuckman …

The Impact Of Universally Accelerating Eighth Grade Mathematics Students On Participation And Achievement, Patrick Walsh

Journal of Vincentian Social Action

In New York State students are traditionally scheduled to take Algebra I in their first year of high school mathematics. However, in many schools, the “top” students in a cohort have access to this course in eighth grade, tracking these high-achieving students ahead of their lower-achieving peers. In response, some schools have adopted the policy of “Algebra for all” in eighth grade – called universal acceleration. While this policy ensures equal access to a challenging curriculum for all students, regardless of race, socioeconomic status, and prior achievement, there is a concern that not all students are developmentally ready to take …

Jovsa Education Special Issue: Introduction, Erin Fahle

Journal of Vincentian Social Action

No abstract provided.

Table Of Contents

Journal of Vincentian Social Action

No abstract provided.

Editors

Journal of Vincentian Social Action

No abstract provided.

Cover

Journal of Vincentian Social Action

No abstract provided.

The Experiences And Perceptions Of Practicing Special Education Teachers During The Covid-19 Pandemic, Marci M. Glessner, Shirley A. Johnson

The Interactive Journal of Global Leadership and Learning

This study examined special education teachers’ perceptions and experiences as they transitioned to distance learning during the COVID-19 pandemic. Although there has been much research on preparing teachers to be effective in online environments, there is limited research on the teaching and learning dynamics when teachers are thrust into distance learning without training and preparation (Kormos, 2018; Moore-Adams et al. 2016; Unruh et al. 2016; Vasquez & Serianni, 2012). As described by Steele (1973), environments are affected by six functions: security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth. In a classroom setting, these functions work together …

Implementing Strategic Support For Sexual Minority Youth And Exploring The Effects Of Social Connectedness, Dawn Whidden, Kelly Brown, J. Vince Nix

School Leadership Review

ABSTRACT

IMPLEMENTING STRATEGIC SUPPORT FOR SEXUAL MINORITY YOUTH AND EXPLORING THE EFFECTS OF SOCIAL CONNECTEDNESS

Youth spend the majority of their time in schools which is considered one of the most influential environments (Roeser, Eccles, & Samroff, 2000). Students connected to their learning environments are healthier, happier and achieve higher academic success (Juvonen, 2006). Sexual minority youth (SMY), students who identify as lesbian, gay, bisexual or transgender (LGBT+), encounter daily challenges (Craig & McInroy, 2013). The purpose of this research was to study the impact of social connectedness and its effects on sexual minority youth (SMY) and overall campus culture. …

Educational Leaders Can Lead The Way For Increased Academic Achievement For Students On The Autism Spectrum, Stephanie C. Holmes, Jennifer Butcher

School Leadership Review

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, general and special education teachers, school counselors, school psychologists, speech-language pathologists …

Interpreting The Data: Reflections On Asl-English Cross Language Research, Serena Johnson

The Qualitative Report

Cross language research typically ignores the role the translator and translation play in the research process. This paper adds to the literature by examining some of the challenges experienced during the translation and interpretation aspect of research. This autoethnography explores the positionality of a non-native user of American Sign Language who conducted research with native American Sign Language users. Findings indicate that translation and interpretation in research is not simply a matter of rote process and deserves more attention as an integral aspect of cross-language research.

Copyright Information, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscript, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Immigration Picture Books By #Ownvoices Authors, Sanjuana C. Rodriguez, Karina Gonzalez, Carolina Rojas

Georgia Journal of Literacy

Reviews of Latinx immigration picture books

Seeking Calm Among The Chaos: A Letter From The Editor, Shannon Tovey

Georgia Journal of Literacy

A letter from the Editor of the Georgia Journal of Literacy

A Theory/Practice Divide: Exploring Perceptions Of Inclusion In Schools, Christine L. Cho

Intersections: Critical Issues in Education

This article explores the theory-practice divide with respect to actualizing how diversity and inclusion can be explicitly addressed in schools. This paper contributes important insights for teacher educators in terms of recognizing and challenging problematic assumptions teacher candidates (TCs) may hold. This research presses TCs to examine the structure of schools through a critical lens, as teachers, particularly those from the dominant group, tend to act in surface ways, avoiding conflict by using seemingly inclusive language and ideas, and either ignoring or not seeing the real challenges many historically marginalized students face. The assignment upon which this study was based …

Ford, Ford, And Randall's "A Kind Of Upside-Downness: Learning Disabilities And Transformational Community" (Book Review), Chip Wiley

The Christian Librarian

No abstract provided.

دور الجامعات في التعامل مع ذوي الاحتياجات الخاصة التحديات والإمكانيات في ضوء معايير الجودة, Aicha Yakan

Al Jinan الجنان

No abstract provided.

Insights From U.S. Deaf Patients: Interpreters’ Presence And Receptive Skills Matter In Patient-Centered Communication Care, Brenda S. Nicodemus, Lori Whynot, Poorna Kushalnagar

Journal of Interpretation

In the U.S., deaf individuals who use sign language have a legislated right to communication access in the healthcare system, which is often addressed through the provision of signed language interpreters. However, little is known about deaf patients’ perception of interpreter presence, its impact on their disclosure of medical information to physicians, and whether this perception affects their assessment of physicians’ patient-centered communication behaviors (PCC). A total of 811 deaf adults responded to questions on a bilingual ASL-English online survey about their experiences with interpreters and physicians. Logistic regression analysis was used to assess the relationship between deaf patients’ perception …

I, Too, Sing Neurodiversity, Morénike Giwa Onaiwu

Ought: The Journal of Autistic Culture

The neurodiversity community was envisioned as an inclusive and welcoming space for individuals with neurological conditions such as ADHD, autism, Tourette’s Syndrome, giftedness, dyslexia, dyscalculia, dyspraxia, intellectual disability, NVLD and related diagnoses. The underlying premise of neurodiversity is that people present with various neurological differences and there is value in acknowledging and accepting these differences. Despite efforts made over the past few decades, a growing number of individuals within the neurodiversity community, including people of color, have called for intersectional concepts to be more intentionally and more effectively interwoven into neurodiversity as a whole. Referencing “I, Too,” a decades-old poem …

Teacher And Problem In Student With Adhd In Indonesia : A Case Study, Iriani Indri Hapsari, Aulia Iskandarsyah, Poeti Joefiani, Juke R Siregar

The Qualitative Report

Students with ADHD (Attention Deficit Hyperactivity Disorder) often experience academic and social problems at school because of their behavior problems. The teacher becomes one of the main figures who can help students with ADHD in the school. However, research about problem in students with ADHD from teachers’ perspective has limited empirical evidence in Indonesia. In the study, we explored the perception and experiences of teacher towards problem in students with ADHD and how teachers handle the problem in school. We conducted case study using semi-structured interview with purposive sampling technique for 38 elementary school teachers in Indonesia. We found that …

Accommodations For Underserved Students In Music Education, William M. Refuss

The Corinthian

This research examines socioeconomic status and its relation to accommodating students with special needs where access to specific technologies and equipment is limited. For students who need costly accommodations where socioeconomic status affects access, other methods of accommodation need to be found. This paper focuses on the specific goals in a music education classroom and how students with disabilities struggle to achieve such goals without accommodations, as well as examining different personnel and technologies in which access is limited when examining the financial impact. Such accommodations include music therapists assigned to the school, inclusion classrooms, modified instruments, and other technologies …

Inside The Music Classroom: Deaf Students, Robyn S. Meeks

The Corinthian

Many students in the music classroom have normal hearing, but we do see some classrooms that have students who are deaf either sing or perform. Many deaf students use cochlear implants for their daily lives, but some do not use cochlear implants and still do well in the music classroom. There are many students who think that family involvement is important to those with cochlear implants. The parents should be aware of that the sound quality from a student who uses CI is not the same as a student who has normal hearing. Single-Sided deafness is one of the types …