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Disability and Equity in Education Commons™
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Full-Text Articles in Disability and Equity in Education
Destigmatizing Working With Dyslexic Learners, Riley N. Dandurand
Destigmatizing Working With Dyslexic Learners, Riley N. Dandurand
Writing Center Journal
In the field of writing center research there is a paucity of information regarding tutoring students with dyslexia. This comes as no surprise considering it is only in the last 50 years that there has been a conscious effort to include those who have exceptionalities in all areas of education. In addition to a lack of research and training there is another issue that arises with disclosing exceptionalities. Those studying dyslexia have found that students are hesitant to disclose their learning disability because of the stigma and feelings of differentiation from their peers (Brizee et al., 2012). The question then …
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
CUP Ed.D. Dissertations
This purpose of this case study was to explore the potential reasons why secondary teachers are resistant to working in inclusive programs, as well as to discover barriers to inclusion so that those obstacles can be addressed and rectified by those who make meaningful, relevant, and holistic educational changes, leading to improved classroom experiences for all parties within inclusive settings. The pre-research prediction that barriers to inclusion revolve around instructional differentiation, increased responsibilities, and additional work load were correct as they relate to the teacher identified obstacles of lack of support and lack of training, with most participants agreeing that …
A Social Constructionist Inquiry Study On The Lived Experiences Of Educators With Dyslexia Overcoming Workplace Barriers And Increasing Their Capacity For Success, Kathryn R. Taylor
A Social Constructionist Inquiry Study On The Lived Experiences Of Educators With Dyslexia Overcoming Workplace Barriers And Increasing Their Capacity For Success, Kathryn R. Taylor
Dissertations
The purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of engagement. The qualitative study was designed from a constructive inquiry perspective. This method allowed the researcher to construct reality by interpreting a group of educators’ perceptions based on their experiences and social dynamics living with dyslexia. The primary data was collected from one-on-one interviews guided by scripted questions. …