Disability and Equity in Education Commons^™

A Study Of The Social And Emotional Growth And Development Of Students With Disabilities In An Inclusive Setting In An Inner-City Middle School, Heather Rachelle Lemmons

Education Dissertations and Projects

The purpose of this retrospective, explanatory sequential mixed-methods study was to determine the impact of an inclusive educational setting on the behavioral, social, and emotional growth and development of students with various disabilities. Many aspects of a student’s educational experiences can be affected by a proper placement in an inclusive setting with non-disabled peers including discipline rates and referrals, need for behavioral goals and plans, and perceptions concerning personal social growth and development.

The setting for this research study was an inner-city middle school serving Grades 7 and 8 in western North Carolina. Eighth-grade middle school students identified as students …

What Do Elementary School Librarians Know And Believe About Students With Color Vision Deficiencies?, Karla Collins

Education & Human Services Faculty Publications

Colour vision deficiencies affect approximately eight percent of the male population, yet the condition is often overlooked in the educational setting despite the pervasiveness of colour in the school. The purpose of this study was to explore how elementary school librarians provide instruction and prepare the library environment to meet the needs of students with colour vision deficiencies. Findings indicate that elementary school librarians in Virginia did not feel knowledgeable about colour vision deficiencies but were interested in knowing more and expressed a desire to make changes. The case study participants'ʹ knowledge increased from pre-­‐‑test to post-­‐‑test. There were noticeable …

Accommodating Students With Autism Spectrum Disorder In The Writing Center, Rebekah Barton

Masters Theses

This thesis explores how collegiate writing centers could better serve the needs of students with autism. As there is so little research that involves writing centers and college students with autism, scholarship was pulled from traditional writing center pedagogy, research concerning adults with autism, and the information that was available about teaching students with autism in the college composition classroom. A mixed methods approach was used to conduct my own research: my study involved surveys, interviews, visits, and website analysis. It became clear that not only are writing centers not ready to accommodate students with autism, but some writing center …

The Impact Of Math Anxiety In The Primary Grades, Amanda R. Anderson-Mix

Mathematics Graduate Theses

Math anxiety is an increasingly common occurrence among individuals when working with mathematical concepts. While researching math anxiety the author came across common gender stereotypes implying: women do not perform as well as men in the field of mathematics, women experience a much higher level of math anxiety than men, and most women do not appreciate performing mathematical tasks. Although the concept of math anxiety is an interesting topic to the author, it's important to look deeper than simply the question, “What is math anxiety?” Seeing these stereotypical assumptions that women have higher math anxiety levels, it made this author …

Praisesong: One (Worn) Path Through Aepl, Libby F. Jones

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime member takes a poetic look at AEPL's history, philosophy, activities, and her ongoing participatory role in the organization.

Stepping Beyond, In, And With Jaepl: Twenty Years Of Hope, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

Treating readers to a detailed tour through JAEPL’s pages, the journal’s coeditor of 10 years touches on high points, also remembering the conference that initiated her relationship with its authors and readers.

Drawing Is Learning, Laurence Musgrove, Myra Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

JAEPL’s guru of visual pedagogy visits the origins of his strategy for teaching through “handmade thinking,” which gives students the freedom to re-conceptualize how they read and write.

Connecting, Helen Walker, Wanda Njoya, Ann Wachira, David Bedsole, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - Widening Circles

Wanda Njoya - Miracles Happen

Ann Wachira - Using a Model

David Bedsole - To the Dog Next Door Who Barks All Day

W. Keith Duffy - Aisle Four: Ice Cream, TV Dinners, Humility

Jaepl, Vol. 20, Winter 2014-2015, Joonna Smitherman Trapp, Bradley T. Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Libby Falk Jones - Praisesong: One (Worn) Path through AEPL

Alice Brand - Twenty Years: Reflections and Questions

Tom Gage - Hitchhiking the Labyrinth

Susan Schiller - The Dance of Spirit in AEPL

Kristie S. Fleckenstein - Stepping Beyond, In, and With JAEPL: Twenty Years of Hope

Paul Heilker - Coming to Nonviolence

Beth Daniell - To the Contrary

John Creger - The Personal Creed Project: Portal to Deepened Learning

Jessica Jones - "Put Your Ear Close to the Whispering Branch..." Deep Listening in the English Classroom

Out of the Box

Laurence Musgrove & Myra Musgrove - Drawing is …

Coming To Nonviolence, Paul Heilker

The Journal of the Assembly for Expanded Perspectives on Learning

A contributor to the second book that marked AEPL’s influence on scholarship traces the growth of his personal commitment to one of the organization’s foundational principles.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

To The Contrary, Beth Daniell

The Journal of the Assembly for Expanded Perspectives on Learning

Author of one of the most important volumes on literacy and spiritual practice finds that four key insights have guided her work, all of them consonant with AEPL members’ practices.

Book Reviews, Judy Halden-Sullivan, Elizabeth French, Brad Lucas, Candace Walworth, Caleb Corkery

The Journal of the Assembly for Expanded Perspectives on Learning

Judy Halden-Sullivan - Embracing the "Beginner's Mind"

Elizabeth French - Richardson, Scott. eleMENtary School—(Hyper) Masculinity in a Feminized Context. Rotterdam: Sense Publishers, 2012. Print.

Brad Lucas - Ryden, Wendy and Ian Marshall. Reading, Writing, and the Rhetorics of Whiteness. NY: Routledge, 2012. Print.

Candace Walworth - Kroll, Barry. The Open Hand: Arguing as an Art of Peace. Logan, UT: Utah State UP, 2013. Print.

Caleb Corkery - Conway, Jeremiah. The Alchemy of Teaching: The Transformation of Lives. Boulder, CO: Sentient Publications, 2013. Print.

"Put Your Ear Close To The Whispering Branch..." Deep Listening In The English Classroom, Jessica Jones

The Journal of the Assembly for Expanded Perspectives on Learning

Taking her cue from Guy Murchie’s Song of the Sky, the author discovers a method for reaching at-risk children, whose ventures into poetry engage them deeply in the natural world and make them part of it.

Hitchhiking The Labyrinth, Tom Gage

The Journal of the Assembly for Expanded Perspectives on Learning

James Moffett’s best friend recalls Moffett’s enduring influence on his own extraordinary career, as well as Moffett’s substantial contributions to AEPL.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Twenty Years: Reflections And Questions, Alice Brand

The Journal of the Assembly for Expanded Perspectives on Learning

Recalling her lifelong research into the connection between emotions and writing, the first editor of JAEPL critiques scholarly contexts that limit the exploration of knowledge about writing.

The Dance Of Spirit In Aepl, Susan Schiller

The Journal of the Assembly for Expanded Perspectives on Learning

Co-editor of The Spiritual Side of Writing examines AEPL’s role in the global pedagogical movement it has participated in for over 20 years.

A Study Of Assistive Technology Competencies Of Specialists In Public Schools, Betsy B. Burgos

CCAC Theses and Dissertations

Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations.

The study applied quantitative and qualitative methods to determine answers to the following six research questions: …

Interpretative Phenomenological Analysis Of Accessibility Awareness Among Faculty In Online Learning Environments, Rachael Sessler Trinkowsky

CCAC Theses and Dissertations

Although all organizations and institutions should consider accessibility when developing online content, inaccessibility is a recurring issue in recent literature pertaining to online learning environments (OLEs) and faculty accessibility awareness. The goal was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in …

The Personal Creed Project: Portal To Deepened Learning, John Creger

The Journal of the Assembly for Expanded Perspectives on Learning

The founder of an influential and transformative writing project reflects on its grounding in Moffett’s philosophy and presents the model of learning that grew out of it.

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the …

What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister

Department of Child, Youth, and Family Studies: Faculty Publications

Prospective teachers must be prepared for their role in providing equitable access for learning high quality mathematics. Therefore, it is imperative that mathematics teacher educators provide opportunities to develop an equity-centered orientation in teacher preparation courses. In this study, we begin to address this issue by identifying what prospective teachers attend to in a classroom vignette of an African American male student who is above grade level in mathematics and exhibits disruptive behavior during instruction. The results of the study indicate that while participants are beginning to attend to cultural influences, most responses are focused on classroom management strategies

Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to …

Graduates’ Perspective Of Urban Teacher Academy Program Preparation And Benefits To Aspiring Educational Leaders, Pamela Cross Young, Rochonda Nenonene

Teacher Education Faculty Publications

As the dynamics of our interdependent society continue to change, the context of urban schools remain virtually unchanged (Delpit, 2012). “Students whose first language is not English, those living in poverty, and children of color disproportionately receive and experience the most disturbing educational experiences across the United States and in urban schools in particular” (Milner & Lomotey, 2014p. xvi). The current teacher preparation model provides little to no experience working in the urban setting. A considerable shift in our practices must occur if we are to improve the quality of education offered to our most vulnerable citizens.

This study investigated …

Read180 Computer Software By Gender And Ethnicity On Reading Achievement For Identified Special Education Students, Sherrie Bayles

College of Education Dissertations

The purpose of this dissertation was to conduct an independent study to determine the effectiveness of the READ 180 reading intervention program when implemented with middle and junior high school students with disabilities. To address the first and third hypotheses, gender (male versus female) and change over time (fall, mid-year, and at the end of the school year) served as the independent variables for sixth/seventh and eighth/ninth grade students with disabilities, respectively. For the second and fourth hypotheses, ethnicity (White versus all non-White students) and change over time served as the independent variables for sixth/seventh and eighth/ninth grade students with …

Collaborative Teaching: A Delivery Model To Increase Responsiveness To The Needs Of All Learners Through Academic And Social Inclusion, Dayna Reilly

Dissertations, Masters Theses, Capstones, and Culminating Projects

Students with special needs often miss out on classroom curricula for specialized instruction. While these services are valued for educational benefits, this instruction method often has negative impacts on social-emotional development and targets students for their differing needs.

Integrated collaborative teaching models include collaborative teaching among general and special educators in an inclusive environment. In this descriptive study, the author examined integrated collaborative teaching as a delivery model to increase responsiveness to the needs of all learners through academic and social inclusion.

This study involved students with a wide range of disabilities from two different grade leveled collaborative classrooms, who …

Communication: The Key To Collaboration Between Special And General Education Teachers, Alexandra Slatoff

Dissertations, Masters Theses, Capstones, and Culminating Projects

Teachers often do not communicate with one another when working to meet the needs of their students. The purpose of this study is to examine and analyze the need, nature and manner by which general and special education teachers communicate and collaborate to address the educational needs of their students.

A review of the educational literature reveals that a burden is placed on the educational community given the often conflicting statutory obligations to: fully include special needs students in the general classroom, comply with State mandated general education curriculum requirements and implement instructional guidelines required by Individual Educational Plans (IEP) …

Each One, Teach One: A Blackprint For Mentoring Postsecondary “Twice Exceptional” Student Scholars In “Search Of Education, Elevation And Knowledge”, Selena T. Rodgers, Tiffany Cudjoe

Journal of Research Initiatives

Through the prism of a faculty-student mentoring relationship, this article highlights best practices to gain insight into resources for “twice exceptional” student scholars. Practical application stands at a position of intersecting domains—changing the tapestry of scholarly service and undergraduate research mentoring, and as an Each One, Teach One black-print model for mentoring. The article concludes with recommendations for best practices for post secondary mentors, educators, and counselors invested in developing student scholars in Search of Education, Elevation, and Knowledge.

The Business Of Learning To Teach: A Critical Metaphor Analysis Of One Teacher’S Journey, Lauren Gatti, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu’s (2014) scholarship on neoliberalism and novice teachers, we employ Critical Metaphor Analysis (CMA) to make visible the ways in which Rachael contends with conflicting frames of learning to teach—TEACHING IS A JOURNEY vs. TEACHING IS A BUSINESS— within her program. Rachael encounters three primary obstacles: programmatic incompatibility, pedagogical paralysis, and, ultimately, programmatic abandonment. The discussion explores the potential consequences of learning to teach in neoliberal contexts.

Includes Supplementary appendices (Interview …