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Disability and Equity in Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
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- Educational Assessment, Evaluation, and Research (21)
- Educational Methods (21)
- Special Education and Teaching (20)
- Social and Behavioral Sciences (15)
- Curriculum and Social Inquiry (13)
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- Curriculum and Instruction (12)
- Education Policy (11)
- Public Affairs, Public Policy and Public Administration (11)
- Early Childhood Education (8)
- Teacher Education and Professional Development (8)
- Social and Philosophical Foundations of Education (4)
- Accessibility (3)
- Bilingual, Multilingual, and Multicultural Education (3)
- Sociology (3)
- Disability Studies (2)
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- Educational Administration and Supervision (2)
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- Gender Equity in Education (2)
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- Keyword
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- Special education (9)
- Teacher education (6)
- Children with disabilities (5)
- Inclusive education (5)
- Inclusion (4)
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- Inclusive classrooms (4)
- Urban schools (3)
- Early childhood education (2)
- Educational equalization (2)
- IEP (2)
- Public education (2)
- School reform (2)
- Storytelling (2)
- Teachers (2)
- Achievement gap (1)
- Adaptive education (1)
- Autism (1)
- Autism spectrum (1)
- Autism spectrum disorder (1)
- Black feminisms (1)
- COVID-19 (1)
- Circle time (1)
- Classroom community (1)
- Classroom life (1)
- Community Learning (1)
- Coteaching (1)
- Critical pedagogy (1)
- Disability labels (1)
- Disability rights (1)
- Disability studies (1)
Articles 31 - 39 of 39
Full-Text Articles in Disability and Equity in Education
Educational Revolution, Peter Taubman
Educational Revolution, Peter Taubman
Occasional Paper Series
Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.
From Access To Interaction, Daniel Atkins
From Access To Interaction, Daniel Atkins
Occasional Paper Series
Atkins calls on educators to see beyond access to identify “core moments” for child-centered experiential learning in inclusion classrooms. He warns that “[t]he process of scaffolding the child’s inclusion in the activities or interactions of the day can too often become conflated or confused with the process of scaffolding the child’s physical ability to gain access to those activities or interactions.”
Overcoming Barriers To Coteaching, Seamus O'Connor
Overcoming Barriers To Coteaching, Seamus O'Connor
Occasional Paper Series
Seamus O’Connor, a high school special education teacher, shares a story of bridging a divide. He takes a clear and honest look at the evolution of his relationship with his coteaching partner, Carol. In doing so, he explores themes of equity, trust, and negotiated differences in building a collaborative classroom.
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Occasional Paper Series
David J. Connor and Kristen Goldmansour explore cotaught inclusion classrooms through the lens of the social justice narrative. They write about the parents who asserted “that it was their children’s civil right to be educated within a diverse classroom, one that truly mirrored the nation’s population.” They critique the alternative to inclusion as “segregation,” which results in “devaluation, a loss in cultural capital for individuals” and argue that cotaught classrooms can upend “artificial notions of ‘normalcy’ that have served to diminish and devalue ‘disabled’ children.”
Inclusion: What Came Before, Judith Lesch
Inclusion: What Came Before, Judith Lesch
Occasional Paper Series
Judith Lesch’s firsthand account of her teaching experiences from the late 1970s through the mid-1990s takes us on a journey through the evolving approaches to inclusion.
Front Matter And Introduction, Valentine Burr
Front Matter And Introduction, Valentine Burr
Occasional Paper Series
The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Occasional Paper Series
The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.
Confounded And Compounded By Language: English Language Learners And High Stakes Testing, Elizabeth Park
Confounded And Compounded By Language: English Language Learners And High Stakes Testing, Elizabeth Park
Occasional Paper Series
As her students prepare to take their tests to exhibit English proficiency, the atmosphere, writes Park, "becomes military at best, prison-like at worst. Regulations are distributed. Teachers are warned that state examiners may appear unannounced to look for infractions of the myriad rules..." Scare tactics are used to try to assure that the testing activity remains uncontaminated by human desire, fear, or simple boredom.
Introduction: Classroom Life In The Age Of Accountability, Gail M. Boldt, Paula M. Salvio, Peter Taubman
Introduction: Classroom Life In The Age Of Accountability, Gail M. Boldt, Paula M. Salvio, Peter Taubman
Occasional Paper Series
"For this Occasional Paper, we invited teachers to respond to the ways in which proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education....Our goal is to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life."--The editors