Disability and Equity in Education Commons^™

Recruitment & Retention Of Students With Disabilities In Extracurricular Stem Activities, Karin Fisher, Peggy Shannon-Baker, Kania Greer, Barbara Serianni, Kayla Fitzgibbons

National Youth Advocacy & Resilience Conference

This presentation will share the research and data the team has collected through two studies on SWD and informal STEM learning environments. We will examine why SWD do not participate in extracurricular STEM activities and what can be done by teachers and club sponsors to mitigate these barriers.

The Importance Of Inclusive Spaces In Social Skills Development: Drawing On The Lgbtq Educational And Disability Studies In Education Frameworks, Aja Mckee, Audri Sandoval Gomez, Kevin Stockbridge

Education Faculty Articles and Research

This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who …

Myth, Power, And Justice: The Danger Of A Single Story, Christen H. Clougherty

National Youth Advocacy & Resilience Conference

If we hear only a single story about a group, we risk a critical misunderstanding. In this session, learn to critically analyze assumptions of single stories and dominant narratives about community partners. Engage in hands-on activities to explore this issue as it relates to race, poverty, and social justice. Leave with classroom activities to take back to your classroom.

Unpacking The Academic Interventions For Improving The Academic Skills Of Black Girls With Disabilities: A Scoping Review, Olajumoke Oshokoya

Graduate Student Research Symposium

Most research on Black girls seem to have focused more on their behaviors (Morris, 2007), when compared to their White peers. It is even worse for Black Girls with Disabilities (BGDs) who have continued to be academically marginalized at the intersection of race, gender, and disability. Given the long history of special education research on improving the academic achievement of students with disabilities and the sustained representation of Black children receiving special education services across United States’ K-12 schools (Skiba et al., 2005), it becomes critical to systematically scope the academic interventions that have been used to improve the academic …

Enhancing Deaf People’S Access To Justice In Northern Ireland: Implementing Article 13 Of The Un Convention On The Rights Of Persons With Disabilities, Bronagh Byrne, Brent Elder, Michael Schwartz

College of Education Departmental Research

Article 13 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) specifies that disabled people have the right to ‘effective access to justice’ on an equal basis with others. This includes Deaf people. There is a distinct lack of research which explores the extent to which Article 13 UNCRPD is implemented in practice and which actively involves Deaf people in its implementation and monitoring. This paper shares findings from a rights-based research study co-produced with a Deaf Advisory Group and a Deaf-led organisation. It explores the implementation of Article 13 UNCRPD in Northern Ireland through the …

Use Of Video Technology To Support Soft Skills Acquisition For Enhancing Employment Opportunities For Individuals With Autism, Intellectual And Developmental Disabilities, Cliff Guya Oliech M.S.Ed., Edith Olajumoke Oshokoya Ma.Ed.

Graduate Student Research Symposium

Preparing individuals with Autism and Intellectual Disabilities for work is an accountability issue established through Indicators 13 and 14 of the State's Performance Plan in the Individuals with Disabilities Education Act (2004) (IDEA, 2004). Unfortunately, transitioning into jobs for individuals with Autism (ASD) or intellectual and developmental disabilities (IDD) has not been very successful to date because of the need for growth in their soft skills acquisition and use. The purpose of this systematic literature review was to establish the types of video technology (VT) used in teaching soft skills that may enhance employment opportunities for individuals with ASD and …

8. Institutional Model For Faculty Diversity Self-Assessment Tool Summary Of Findings, Adrienne Coleman, Traci Ellis, Hannah Anderson

Equity and Excellence Scorecard

The Institutional Self-Assessment for Inclusive Faculty Recruitment, Hiring, and Retention Tool is designed to evaluate the actions taken by an organization to effectively hire, retain, and support the success of underrepresented faculty in STEM. More specifically, this assessment tool aids institutions in identifying their strengths, weaknesses, and effectiveness of existing programs and/or policies as they strive to increase STEM faculty diversity.

Word-Problem-Solving Interventions For Elementary Students With Learning Disabilities: A Selective Meta-Analysis Of The Literature, Jennifer E. Kong, Christy Yan, Allison Serceki, H. Lee Swanson

Education Faculty Articles and Research

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total …

One Size Does Not Fit All: Making Open Textbooks More Accessible, Judy Schmitt

Library Faculty Works

Presented at the 2021 Missouri A&OER Symposium

Oer Design: Creating Functional And Attractive Open Textbooks, Judy Schmitt

Library Faculty Works

Presented at the 2021 Missouri A&OER Symposium

2021 Black History Read-In, Illinois Mathematics And Science Academy

Cultural Read-Ins

This event was co-sponsored by the Black Student Union (BSU), Peer Multicultural Educators (PME), the IRC, English team, and History/Social Science team.

Special Guest: Christopher Whitehead

Girls' Education Roadmap: 2021 Report Summary, Stephanie Psaki, Nicole Haberland, Meredith L. Kozak, Lauren Woyczynski

Poverty, Gender, and Youth

While insufficient to meet the vast needs, billions of dollars are being invested in girls’ education advocacy, program, and policy solutions around the world. At the same time, hundreds of millions are invested in research about what works in education. And yet, the policies and approaches that are pursued often don’t line up with what researchers find is effective. The result is that governments, international organizations, and NGOs are too often investing scarce resources in policies or interventions without knowing whether they work. As noted in this report summary, the Girls’ Education Roadmap shares insights derived from data in the …

Girls' Education Roadmap: 2021 Report, Stephanie Psaki, Nicole Haberland, Meredith L. Kozak, Lauren Woyczynski

Poverty, Gender, and Youth

While insufficient to meet the vast needs, billions of dollars are being invested in girls’ education advocacy, program, and policy solutions around the world. At the same time, hundreds of millions are invested in research about what works in education. And yet, the policies and approaches that are pursued often don’t line up with what researchers find is effective. The result is that governments, international organizations, and NGOs are too often investing scarce resources in policies or interventions without knowing whether they work. In partnership with Echidna Giving, the GIRL Center at the Population Council developed the Evidence for Gender …

Educator Perceptions Of Adult-Student Relationships, Racial Climate, And Associated Discipline Techniques, Annmary S. Abdou, Ashley M. Mayworm

Education Faculty Articles and Research

The overuse and misuse of exclusionary and punitive discipline practices in schools have been consistently linked to social and educational inequities across the globe, particularly for students of color. However, there is an ongoing need for a greater understanding of how school climate factors (e.g., adult-student relationships, racial climate) relate to the types of discipline approaches observed, particularly from the viewpoints of educators. The current study used hierarchical multiple regression analyses to investigate teacher, administrator, and staff (N = 168) survey responses from four junior high schools where discipline disproportionality for Latinx students had been previously established. Analyses explored …

Democratizing Education Rights, Joshua E. Weishart

William & Mary Bill of Rights Journal

If the United States is to reverse its creeping, illiberal descent, generations of youth must emerge from this tribal, post-truth, pandemic-shattered era to mend democracy. Hope for that uncertain future lies in re-engineering how schoolchildren learn democracy-- not from a civics textbook but by experiencing it in the classroom. The sad irony is that we still lack a knowledge base, grounded in research, for that type of democratic education. Nearly two and a half centuries into the republic's existence, our commitment to democratic education is honored more in the breach than in observance. And our uninformed, polarized, and disaffected electorate …

7. Stem Equity Program Evaluation Rubric Promise Program, Adrienne Coleman, Traci Ellis, Hannah Anderson

Equity and Excellence Scorecard

The STEM Equity Program Evaluation Rubric is designed to help program administrators, designers, implementers and funders identify the critical attributes of a STEM program to determine the degree to which it is inclusive and supports access and success for students who historically have not engaged in STEM. Serving “all students” does not ensure equity, so considering how each of these attributes impacts underrepresented students in STEM and addressing those barriers will create a STEM learning environment where every student can succeed (NAPE, 2019).

Families And Schools Together: Designing A Model For University-Community Partnerships To Support Home-School Collaborations, Amy Jane Griffiths, James Alsip, Kelly Kennedy, Elena L. Diamond, Cora Palma, Annmary S. Abdou, Rachel Wiegand, John Brady

Education Faculty Articles and Research

Collaboration between school staff, families, and community partners is vital for ensuring all students’ success, particularly those with disabilities. In this case study, we will discuss a community-university partnership involving a university school psychology graduate program, several local school districts, and a specialized medical facility for children with autism and related neurodevelopmental disorders. These partners came together to create the Families and Schools Partnership Program (FSPP). Facilitated by School Psychology faculty and graduate students, FSPP offers support to families and schools through a cohesive multidisciplinary approach to intervention. In this study, we examined the experiences of 700 families referred to …

6. Stem Equity Program Evaluation Rubric Center For Teaching And Learning (Ctl) Summary Of Findings, Adrienne Coleman, Traci Ellis, Hannah Anderson

Equity and Excellence Scorecard

The STEM Equity Program Evaluation Rubric is designed to help program administrators, designers, implementers and funders identify the critical attributes of a STEM program to determine the degree to which it is inclusive and supports access and success for students who historically have not engaged in STEM. Serving “all students” does not ensure equity, so considering how each of these attributes impacts underrepresented students in STEM and addressing those barriers will create a STEM learning environment where every student can succeed (NAPE, 2019).

Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez

Education Faculty Articles and Research

Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. …

The Community-Based Actions That Removed Barriers To Inclusive Education In Kenya, Brent Elder, Mbuh Payne, Benson Oswago

College of Education Departmental Research

This article represents a culmination of inclusive education projects implemented in western Kenya since 2010. In this article, we discuss the 2018 iteration of this on-going community-based participatory research (CBPR)-informed project in which we utilised multiple theoretical frameworks to inform our methods in this project, including decolonising methodologies and Critical Disability Studies (CDS). We conducted qualitative interviews as a way to learn about the ways in which inclusion committees facilitated the partial removal of barriers to the development of an inclusive education system in the region over the last decade. In this article, we provide an overview of the barriers …

Building A Strength-Based Support Program For College Students With Autism, Deann Lechtenberger, Wesley H. Dotson, Eriko Fukuda, Rebecca Beights, Jennifer Hamrick, James Williams, Barry Lovelace

Journal of Human Services: Training, Research, and Practice

Abstract

A Case Study Of The Perceptions Of English Faculty Regarding Interactions With Students With Disabilities, Ara V. Karakashian

Theses and Dissertations

The purpose of this qualitative case study (Yin, 2018) was to explore the perceptions of 11 full time English faculty who teach at least one section of ENG 101-College Composition I, regarding interactions with students with disabilities (SWD) and learning disabilities (LD) at Friendship County Community College (FCCC), an urban community college in the northeastern region of the United States. Of the 11 faculty sampled, 11 participated in one-on-one interviews and a review of 24 de-identified disability accommodation letters was conducted. Using the Theory of Justice (Rawls, 1971, 2001) and the Ethic of Care (Noddings, 1984), data was collected to …

Social Participation In College Students With Chronic Pain, Karen Mccarthy, Megan Chamberlain, Megan Chinn, Jennifer Pineda, Camille Santiago, Jamie Spitzer, Patricia Tran

The Open Journal of Occupational Therapy

Background: College students with invisible disabilities, including chronic pain, often experience difficulty engaging in social occupations, both on and off campus, because of stigma, misconceptions, or social exclusion. Previous research has examined the use of academic accommodations to address these concerns or focused on the physical barriers to participation, failing to address the psychosocial and holistic impact of pain. Chronic pain can affect a variety of occupations, including social participation, which is a significant occupation for college students. This research explores the lived experience of chronic pain for college students and the impact of pain on social participation from …

Improving Equity Through Master Scheduling, Allison Degregory, Craig Sommer

Graduate Student Dissertations, Theses, Capstones, and Portfolios

A real and measurable gap exists in our country, and our educational system has served to increase this gap. Our system has failed to provide equitable access to advanced coursework for Black and Hispanic students. Implementing a deliberate and strategic system for scheduling high school students will provide historically underrepresented student groups equitable access to college credit and college-level courses. Quantitative research will determine how such an approach impacts high school students at an urban district in the southeastern United States when principals, and principal supervisors, create systems to schedule students equitably.

Clear and present gaps exist in the rate …

Accommodations For Students With Disabilities At The University Provided By Faculty Members –Analytical Study, Osama Yousuf Assemadi

Journal of the Association of Arab Universities for Research in Higher Education مجلة اتحاد الجامعات العربية للبحوث في التعليم العالي

It is analytical study aimed to analyze the accommodation offered to students with disabilities at the university provided by the faculty members during the review of educational literature includes these accommodations for students with disabilities, which were classified into four main domains : accommodations for the student with a specific disability provided by a faculty member such as academic services, course arrangement services, services inside the hall, and finally evaluation services which is a change in the regular assessment method. It is an accommodation provided to the student by a faculty member during the evaluation process of a student with …

Executive Order 13950: Insufficient Grounds For Curbing Academic Freedom, Arianna Chen

Online Blog

No abstract provided.

An Historical Enthnography Of The Enactment Of Rawl's Theory Of Justice As Applied To The Education Of Learners With Disability In Western Australia., Dianne Chambers, Chris Forlin

Education Papers and Journal Articles

The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and access to education for learners with disability. This micro-historical ethnography provides a review spanning the past half century in Australia of changes to the education of students with disability. Underpinned by an ethnographic …

Factor Structure Of The Barriers To Physical Activity Scale For Youth With Visual Impairments, Jeffrey J. Martin, Erin E. Snapp, E. Whitney G. Moore, Lauren J. Lieberman, Ellen Armstrong, Staci Mannella

Kinesiology, Health and Sport Studies

Youth with visual impairments (VI) often experience unique barriers to physical activity (PA) compared to their sighted peers (Armstrong et al., 2018). A psychometrically sound scale for assessing barriers to PA for youth with VI is needed to facilitate research. The purpose of this paper was to confirm the ability of the previously identified three-factor structure of the Physical Activity Barriers Questionnaire for youth with Visual Impairments (PABQ-VI) to produce scores considered to be valid and reliable (Armstrong et al., 2020; Armstrong et al., 2018) that perform equally well across age, VI severity, and gender. Our results supported the three-factor …

Teacher Perceptions Of E-Learning During Covid-19 In Low-And-High-Income Schools, Thomas Allen Cooper Ii

Theses, Dissertations and Capstones

This study examined if there were significant differences among K-12 teachers at low-income and high-income schools on their perceptions of various aspects of e-learning due to COVID-19. The study also sought to collect data concerning how teachers’ perceptions of technology may have changed, what factors impacted their ability to conduct e-learning, and what factors most impacted their students’ performance during e-learning due to COVID-19. A concurrent nested mixed-methods design was used. A 15-item self-report survey containing both Likert scale and open-ended questions was developed by the researcher to assess differences in teachers’ perceptions. Findings indicated a statistically significant difference in …

Qualitative Research Within The Deaf Community In Northern Ireland: A Multilingual Approach, Brent C. Elder, Michael A. Schwartz

College of Education Departmental Research

In this methodology article, the authors illustrate how they conducted multilingual qualitative research in an exploration of the barriers that Deaf people in Northern Ireland face when attempting to access the system of justice. The authors’ research practices are informed, to the extent possible, by the principles of community-based participatory research (CBPR). They explore the challenges of conducting research in American Sign Language (ASL), British Sign Language (BSL), and Irish Sign Language (ISL), and spoken English, facilitated by sign language interpreters fluent in BSL and ISL. Centering the research on the lived experiences of Deaf people who navigate the system …