Disability and Equity in Education Commons^™

On Speaking Up: Fluency Isn’T Intelligence — Living With A Stutter In A World That Expects Perfection, Dalton D. Conden

The Penguin Review

I-I-I-I’ve lived most of my life in the space between words—the pause, the breath, the moment of uncertainty where my voice decides whether it wants to cooperate. People often assume stuttering is a tiny inconvenience, like forgetting your keys or having bad Wifi. A stutter doesn’t fade just because you enter adulthood, college, or leadership roles. It grows with you. It travels into classrooms, meetings, speeches, and any moment where your voice becomes your first introduction to the world.

Benefits And Barriers: Csd Faculty Attitudes Toward Student Accommodations, Erika Squires, Lori A. Pakulski, Celeste Domsch

Teaching and Learning in Communication Sciences & Disorders

Purpose: Academic accommodations in Communication Sciences and Disorders (CSD) have been explored via university websites and surveys of clinical educators, but little is known about CSD faculty attitudes toward accommodations in higher education. This study explored the types of accommodations faculty report and the benefits and barriers they encounter in doing so.

Method: A cross-sectional, mixed-methods study design was used to survey CSD faculty and instructors about the types of accommodations used by CSD students and the benefits and barriers associated with accommodations. Descriptive statistics were used to summarize participants’ responses. Qualitative analyses were used to identify themes on benefits …

Cripping The Border – Acompañamiento As Access: An Ethnographic Case Study Of Transborder Youth With Disabilities, Marco O. Amaral

Dissertations

The U.S.-Mexico border is a historical, geopolitical site of intense militarization where colonial logics of "othering" converge to marginalize disabled transborder youth. While transborder studies have expanded, students with disabilities remain relegated to the "void" and contained by educational systems that prioritize surveillance over access. Grounded in Sepúlveda’s (2011) acompañamiento and Transborder DisCrit, this ethnographic case study examines the lived experiences of both students and their families who cross the border daily to attend school in the U.S. It frames these journeys not as mere commutes, but as acts of defiance within the broader disability rights movement.

As a teacher-activist, …

Exploring Autistic Children’S Play Cycles Using The Play Cycle Observation Method (Pcom), Eleanor C. Mugford, Pete King

International Journal of Playwork Practice

The Play Cycle Observation Method (PCOM) enables researchers to observe and record the process of play based on the theory of the Play Cycle. While the PCOM has been used with both video footage and in real-time observation of neurotypical children, it has not previously been applied with neurodivergent children. This study involved ten one-hour naturalistic PCOM observations with nine autistic children during play sessions. The results demonstrated variability in play processes, with several styles of play behaviour observed, including differences in how play was initiated, sustained, and terminated. The findings both corroborate and challenge strands of the existing literature …

Evaluating The Impact Of A Lend-Based Family Mentorship Program For Pre-Service Professionals, Matthew Bogenschutz, Sarah Lineberry, Jackie Robinson Brock, Flip Grey, Kathryn Flinn

Developmental Disabilities Network Journal

Family-led pre-professional mentoring programs have been shown in past literature to have multiple positive outcomes, including better provider communication, increased sensitivity to the needs and contributions of family members in clinical settings, and better understanding of disability policy contexts among professionals. Yet there have been relatively few examples of exemplary programs that have developed successful models for family mentoring of pre-service professionals. Using qualitative evaluative data from one such program, a component of a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program, this study shares the experiences of both families and trainees. Common themes shared between these two groups …

Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash

Journal of Social Theory in Art Education

Over several years, individual organizations in Jordan have been focused on increasing the participation of individuals with disabilities in the arts. Increasing inclusion can provide a powerful tool to create visibility, amplify marginalized voices and disrupt normative narratives. However, these isolated efforts had a limited impact until a cohesive effort borne by a burgeoning community of practice led to the first Amman Arts and Disability Summit. Bringing together youth, artists and gallery owners, the movement leaders are using models of social learning and communities of practice to create a more inclusive arts community. The movement stands on the precipice of …

Addressing Health Inequities For People With Intellectual And Developmental Disabilities In The Hospital Through Partnerships In Nurse Training, Suzannah Iadarola, Amanda Laprime, Samantha Hochheimer, Tabby Anvari, Carrie Baker, Jacqueline Goodman

Developmental Disabilities Network Journal

People with intellectual/developmental disabilities (IDD) deserve the same access to quality healthcare yet are at increased risk of medical and/or psychiatric conditions as compared to the general population. Patients with IDD have less health satisfaction, shorter life expectancy, less access to preventative care, higher chronic health conditions, overuse of certain medications, and increased mortality. This population and their caregivers report high levels of dissatisfaction with emergency/inpatient care. Nurses also express frustration with lack of training, limited resources, and competing priorities.

We developed the Advancing Supportive Care through Education for Nurses on Disability (ASCEND) Program, to build the capacity of inpatient/Emergency …

Parents’ Lived Experiences With Competitive Integrated Employment For Children With Intellectual And Developmental Disability, Dr. Aisha J. Omar

Developmental Disabilities Network Journal

This phenomenological qualitative study explores the lived experiences of Kentucky parents seeking Competitive Integrated Employment (CIE) for their children with intellectual and developmental disabilities (I/DD). Guided by the research questions—How do parents experience this process, and what barriers or supports do they encounter?—the study highlights systemic challenges despite legislative efforts such as the Americans with Disabilities Act and the Workforce Innovation and Opportunity Act. In-depth interviews with five parents revealed three themes: (a) parental transformation and the pursuit of meaningful work, (b) systemic challenges in accessing CIE, and (c) overcoming protective instincts: navigating fear, independence, and self-advocacy. Findings suggest a …

Inaccessibility Harms: Exploring The Impact Of Inaccessible Campus Organizations On Disabled Students, Francis W. Q. Corvin, Natalie G. Horgan

Purdue Journal of Service-Learning and International Engagement

There are 3.5 million Disabled college students in the United States, with 4,671 utilizing disability services at Purdue University. Nationwide, 8–14% of students in higher education are Disabled, indicating a substantial number of students whose needs should be prioritized and supported. Inaccessibility impacts the way Disabled college students are able to engage with the college experience. Inaccessible classes, restrooms, clubs, job fairs, and campuses create significant barriers thatthat extend far beyond the classroom. Disabled students face challenges in securing scholarships, finding employment, graduating on time, and achieving long-term socioeconomic stability. Recognizing these barriers, HonorServes, a community service student committee at …

Exploring Teacher Perspectives On The Self-Esteem Of Students With Emotional And Behavioral Disorders: A Qualitative Study, Bahaa Al Ghraibeh

Archives of Assessment Psychology

Self-esteem affects many other abilities of students with Emotional and Behavioral Disorders (EBD). Teachers can play a crucial role in influencing the self-esteem of these students. This interpretive qualitative study aims to investigate teachers' perceptions of the self-esteem of students with EBD, identify the factors they believe affect these students’ self-esteem, and explore the strategies they employ to enhance the self-esteem of these students. The results reveal three key themes: first, teachers perceive that students with EBD frequently face challenges related to self-esteem; second, they recognize that a variety of factors influence the self-esteem of these students; and third, teachers …

The Indispensable Role Of The Sister Disability Agencies: Safeguarding Progress And Enhancing Outcomes Through Collaboration, Lesley Cottrell, Susan Given, Christina E. Wiseman

Developmental Disabilities Network Journal

This manuscript emphasizes the critical importance of having a Disability Network of services—including University Centers for Excellence in Developmental Disabilities (UCEDDs), State Councils on Developmental Disabilities, and Protection & Advocacy organizations - in promoting systemic innovation and improved outcomes for individuals with developmental disabilities. Highlighting a case study from West Virginia, where collaboration between West Virginia University’s Center for Excellence in Disabilities, Disability Rights of West Virginia, and the West Virginia Developmental Disabilities Council has resulted in cost-effective, sustainable improvements, this paper underscores the urgent need to protect and expand these programs amidst current policy threats. The evidence underscores that …

Increasing Participation Through Online Focus Groups With Adults With Intellectual Disabilities, Emily L. Cary, Chris A. Taylor, Susan Havercamp, Andrea Witwer

Developmental Disabilities Network Journal

The aim of this study was to develop and describe methods on how to conduct virtual focus groups with adults with intellectual disability. Using a community-engaged research approach, adults with intellectual and developmental disabilities helped develop virtual focus group methods. We report on the implementation of these methods through an illustrative application of applying these adaptations to virtual focus groups with 13 adults with intellectual disability in a study assessing their perspectives on mental health therapy.

This work resulted in several adaptations that can enhance inclusivity of focus group research to individuals with intellectual disability. Adaptions broadly included: involving guardians …

Training On "Learn The Signs. Act Early." In Head Start And Early Head Start Shows Ineffective Without Supporting Implementation Policy, Kayla Livingston, Mary O'Donnell, Kate G. Barlow

Developmental Disabilities Network Journal

Early identification and intervention for children with developmental delays improves child outcomes, yet many children are not monitored, screened, or identified early despite its effectiveness. The relationship between the use of the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” developmental monitoring program and referrals to intervention services is not well understood. This study investigated how “Learn the Signs. Act Early.” implementation practices within Massachusetts’ Head Start and Early Head Start agencies correlated with the rate of referrals to intervention services. Researchers utilized a non-experimental quantitative design. Secondary data on referral rates from Head Start and Early …

Educating Medical Trainees On Mental Healthcare And Intellectual And Developmental Disabilities, Andrea Palmieri, Joan B. Beasley, Micah Peace Urquilla, Jennifer Mclaren

Developmental Disabilities Network Journal

Many children and adults with intellectual and developmental disabilities (IDD) experience mental health conditions and commonly receive treatment with psychotropic medications. Prescribers often overuse these medications in children with IDD, who are frequently treated with polypharmacy and antipsychotics, a trend that continues into adulthood. Medical trainees receive little training regarding the IDD patient population. This paper describes the development and evaluation of an evidence-informed, easy-to-use training curriculum. The 6-hour training establishes a foundation for medical trainees regarding the treatment of mental health conditions in people with intellectual and developmental disabilities (IDD-MH) as part of an integrated health, interdisciplinary treatment approach. …

Lessons Learned Using Participatory Research To Develop Physical Education Resources And Recommendations For Blind Students, M. Ally Keene, Nina Marranca, Julia Lagrand, Andrews Mead-Colegrove, Angela Eckhoff, Justin Haegele

Teaching & Learning Faculty Publications

Using a participatory action research (PAR) methodology, the purpose of this manuscript was to describe the experiences of co-constructing resources and recommendations for physical education (PE) teachers, with blind individuals as research partners, aimed at enhancing PE for blind students. Four blind young adults served as research partners within the project. The project consisted of 15 meetings over 19 weeks and two stages, and took place entirely on Zoom. Stage one consisted of four meetings and focused on exploring the needs of the partners and their experiences and opinions related to improving PE for future blind students. Stage two consisted …

Broaching The Intersectionality Of Race And Disability In School Counseling, Aaron Albright, Emily Goodman-Scott, Jenna Alvarez, Rawn Boulden

Counseling & Human Services Faculty Publications

Students of color with disabilities experience compounded inequities. This conceptual article details these compounded inequities. The authors provide a review of the literature related to inequities in education, culturally affirming antiracist school counseling, intersectionality, and broaching. Next, the authors provide a rationale for implementing Day-Vines and colleagues’ multidimensional model of broaching behaviors (MMBB) in school counseling with students of color with disabilities. Then, the authors use the MMBB heuristic to conceptualize practical guidelines for school counselors to engage in direct broaching with their students. These guidelines are tabulated with a description of the four broaching dimensions and their aim within …

Intersectionality Of Race And Disability: The School Counselors' Role In Policy Reformation, Jenna M. Alvarez, Rachel Saunders, Vanessa Sinclair, Stephanie Smith-Durkin, Emily Goodman-Scott

Counseling & Human Services Faculty Publications

The United States K-12 education system is riddled with inequities within the intersection of race and disabilities; relatedly, the school counseling literature also demonstrates a similar gap in the literature. As a result, through three case illustrations highlighting the unique experiences of historically marginalized students of color with disabilities, we illustrate the multiplex intersection of race and disability and how a school counselor can utilize leadership, advocacy, and social justice for systemic change. Further, the three cases are structured through the ADDRESSING framework, to systematically consider the complexities of identity, overlapping cultural influences, and the connections to practice (Hays, 2022). …

Beyond Compliance: Creating A Disability Self-Advocacy Summit For Higher Education Using Critical Disability Pedagogy, Katie Manwiller

West Chester University Graduate Theses, Dissertations, and Final Projects

The Americans with Disabilities Act (ADA) has been in place for over 35 years, yet the systems it created to ensure equity are riddled with inherent barriers and often fail to provide equal access because of the ableism baked into American society. Institutions of higher education exemplify this failure as they largely treat disability as a compliance-issue, not as a marginalized identity that deserved dedicated inclusion efforts. Most institutions provide disability inclusion solely through the ADA-mandated accommodation process for students and employees, which falls far short of creating fully accessibility cultures. Crucially, these case-by-case processes isolate disabled people and do …

Navigating Mental Wellness: A Peer-Led Journey Into Adult Services, Kristin G. Haberek

DSW Capstone Projects

Students with severe emotional disturbances (SED) occupy one of the most underserved intersections in American education and mental health care. As they age out of children’s services, they face abrupt service discontinuation, disrupted therapeutic relationships, and adult systems ill-equipped to meet their needs. These vulnerabilities, including heightened risks of crisis, hospitalization, homelessness, and justice involvement, constitute a central practice problem. This capstone addresses these transitions across three scholarly products: a systematic literature review, a theoretical concept paper, and a practical application paper, tracing a unified arc from diagnosing structural failures to proposing an evidence-informed, equity-oriented clinical response. Synthesizing key findings …

Accessibility Analysis Of Academic Library Epubs - Spreadsheets 1 To 3, Adina Mulliken

Publications and Research

These spreadsheets are associated with the article "Accessibility Analysis of Academic Library EPUBs" in Library Resources & Technical Services.

The Liminal Space Of Invisible Disability: An Educator And Doctoral Student Autoethnography, Tina Michelle Samuels

Georgia Educational Researcher

This autoethnographic study explores the liminality of navigating academia as both a remote doctoral student and a college instructor living with invisible, fluctuating chronic illnesses. Grounded in standpoint epistemology and the rallying cry of "Nothing About Us, Without Us," the author examines the "Crip Liminality" of occupying a threshold between the able-bodied majority and established disability categories. Through the lens of Spoon Theory and "bodywork," the article details how conditions like Fibromyalgia, POTS, and Interstitial Cystitis disrupt traditional academic rhythms, necessitating remote environments as essential adaptations rather than luxuries. The paper identifies critical gaps in current institutional accommodation models, which …

More Than Just Multiculturally Competent: Doctoral Student Competency And Preparedness To Work With Individuals With Disabilities, Kristen N. Dickens, Chantrelle Varnado-Johnson, Synthia Best

Georgia Educational Researcher

Phenomenological inquiry was used to interview counselor education doctoral students about their experiences and perceived competency and preparedness to counsel individuals with disabilities. Three overarching themes emerged: (1) continuous self-directed learning, (2) disability is multifaceted, misunderstood, and evolving, and (3) influential learning factors. Implications and recommendations for counselor educators and training programs are provided.

Preserving Progress: Why The Dd Network Matters Now More Than Ever, Matt Wappett

Developmental Disabilities Network Journal

No abstract provided.

Children's Peer Selection In Stem: The Influence Of Gender, Ethnicity, And Disability, Meagan Girard, Kim P. Roberts

Theses and Dissertations (Comprehensive)

The present study examined how children’s peer selection in STEM (science, technology, engineering, and mathematics) may be influenced by gender, ethnicity, and physical disability. Sixty-four children (ages 6-12) from elementary schools in Southwestern Ontario completed three tasks: a simulated peer selection task, an attribution of ability task, and a stereotype belief questionnaire. In the peer selection task, participants were repeatedly asked to select one peer from a set of AI-generated photographs showing children who differed by gender (male, female), ethnicity (White, Black, East Asian), and physical disability status (able-bodied user vs. nondisabled). The Peer Selection Task was based on the …

Shifting Views, Shaping Outcomes: Exploring Relations Between Educators’ Neurodiversity-Affirming Perceptions And Their Autistic Students’ School Experiences, Josh Yen-Ho Chou

Graduate Masters Theses

School environments frequently serve as a source of socialization but also stigma and socioemotional distress for autistic students. Against this backdrop, teachers can be crucial sources of neurodiversity-affirming views and support. Teachers’ perceptions of students can also shape the quality of their relationships with students and students’ emotional and behavioral adjustment in school. This study focused on understanding how general education teachers perceive autistic students and how these perceptions shape their students’ school experiences. This study sought to investigate the degree to which teachers endorsed three dimensions of neurodiversity-affirming perceptions of their autistic students: (a) strength/deficit-based, (b) holistic/reductionist, and (c) …

Counselor Education And Inclusive Postsecondary Education: A Partnership Model, Rebecca B. Smith Hill, Alexander M. Fields, Olivia J. Lewis, Madeline Saunders, Chelsea Stinnett, Anthony Plotner, Rachel Gilreath

Teaching and Supervision in Counseling

Researchers in the counseling field have alerted practitioners and counselor education professionals to the need for enhanced training related to supporting individuals with disabilities, namely intellectual and developmental disabilities (IDD; Feather & Carlson, 2019). As more individuals with IDD attend college, these emerging adults are specifically in need of counselors with skills and competencies to support their mental health. This paper describes a collaborative, mutually beneficial initiative between a counselor education program and an inclusive postsecondary education program to address the scarcity of personnel prepared to work with individuals with IDD.

To My Fellow White Women, With Love..., Hailey N. Otis

Feminist Pedagogy

No abstract provided.

Belonging Is A Verb, Becca Lory Hector

Ought: The Journal of Autistic Culture

This essay explores belonging as an active process rather than a fixed state, particularly through the lived experiences of Autistic adults. Drawing from community practices of care, mutuality, and interdependence, it reframes belonging as a collective verb, something created through shared action rather than conformity. By centering Neurodivergent ways of connecting, this piece argues that Autistic models of community offer transformative insights into authenticity, inclusion, and the repair of social harm.

Abcs Of Behavior: Strategies To Effectively Reduce Challenging Behaviors, Sarah Matthews

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This paper explores the application of the ABC (Antecedent-Behavior-Consequence) model and functional behavior assessments (FBAs) to understand and manage challenging behaviors in early childhood education settings. Grounded in developmental theory and informed by professional experience as an early interventionist, the paper emphasizes the importance of identifying behavioral triggers and using individualized, developmentally appropriate strategies. The role of collaboration among teachers, families, and specialists is highlighted as essential for consistent and effective intervention. Key strategies discussed include coaching caregivers, embedding interventions within natural classroom environments, and using positive, non-punitive approaches to time-out. The paper advocates for proactive, respectful behavioral guidance practices …

Universal Classroom Design, Michelle Dodson Landry

Women’s Leadership

This research seeks to bridge the gap between K–12 inclusion practices and the realities of higher education by exploring how universal design, institutional support, and educators’ belief systems can create more inclusive environments and support students to have higher grades and more intrinsic mastery of the subject matter. It is not enough to mandate inclusion; we must actively build systems that support all learners, regardless of whether their disability is visible, diagnosed, or self-identified. This study looked at the efficacy of universal classroom design in raising the median grade in a course. The median grade in this course has historically …