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Disability and Equity in Education Commons™
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Full-Text Articles in Disability and Equity in Education
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Increasing Awareness Of Inclusive Stem Education Through A College-Level Student Research Group, Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
Journal of Science Education for Students with Disabilities
The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this …
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
Michigan Reading Journal
Approximately 1,500 children are born with upper limb differences (ULDs) each year in the United States. Recently, public media attention has brought a greater awareness of individuals with upper limb differences (ULDs), but educational research on the PreK-12 experiences, available curricular materials, and effective educational strategies are lacking for this group of people. Researchers in this study identified and performed a content analysis of 24 children’s books with characters with ULDs. Findings indicated more of these books were being published recently, that they represented a number of genres, and were largely informative about experiences of people with ULDs. Most were …
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa
Journal of Educational Research and Practice
Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Academic Labor: Research and Artistry
While much attention is given to undergraduate students with disabilities, far less is devoted to graduate students, particularly those who also act as faculty: Graduate Teaching Assistants (GTAs). This article discusses issues of accessibility encountered by these contingent faculty members, specifically GTAs who have invisible disabilities, and how approaching discussions of contingency and disability with an ethos of transparent vulnerability—a level of transparency that necessarily leads to vulnerability—can help combat the stigma that continues to surround contingency and disability in higher education.