Disability and Equity in Education Commons^™

After The Protests: A Campus Racial Climate Case Study Of The Perception And Curricular Responses For Institutional Reforms, Following The Black Students’ Demands For Interventions At The University Of Missouri-Columbia, Bruce E. Mitchell Ii

Graduate Theses, Dissertations, and Problem Reports (ETD)

This qualitative method single case study explores the phenomenon of a racially tense campus climate at the University of Missouri Columbia, a Predominantly White Midwestern Institution. At the forefront of the media regarding student and athlete protests, leading to the resignation of senior level administrators, African American students put forth eight demands to their administrators. Included, was the creation and implementation of a required racial awareness and inclusion curriculum. The study explores the perceptions of the institutional response to an exceptional campus racial climate issue and the process of formulating and participating in a diversity training course and a semester …

Ada Compliance In Online Courses: Free Tools And Resources For Creating An Inclusive Environment For Both Students And Instructors, John Huss, Shannon M. Eastep

Pedagogicon Conference Proceedings

Online courses must be accessible to students with disabilities, yet instructor training in accessible design is often an afterthought, leading to legal vulnerability and a breakdown in the learning partnership between student and instructor. Based on feedback from faculty members who shared their familiarity with expectations from the American Disabilities Association (ADA) and Section 508 of the Workforce Rehabilitation Act, as well as challenges and perceived barriers, this session demonstrated free tools, practical suggestions, and important design tips for bringing all courses into compliance., even for those instructors with less than sophisticated technological expertise.

Teacher Perceptions Of Co-Teaching Effectiveness In Inclusive Elementary Classrooms, Ann Sims

Masters Theses

The purpose of this study was to examine if co-teaching is an effective strategy of inclusion for students with Individualized Educational Program (IEP). Specifically, students in the general education classroom for grade levels kindergarten to fifth grade in the state of Illinois. Co-teaching has been utilized in middle and upper-grade levels, but the implementation of co-teaching has started to integrate into elementary grades. Two questions guided the study; is co-teaching an effective inclusive strategy for students with an IEP in a general education classroom; and does the model of co-teaching impact the student's academic progress? A quantitative study utilizing a …

Narratives Of Disability And Displacement: Oral Histories Of The Lived Experiences Of Disabled Refugees, Jennifer Lynn Ward

Doctoral Dissertations

Disabled refugees are considered as the most marginalized group of all displaced populations. Disabled displaced people are at particular risk of violence, exploitation, and abuse. Additional barriers to accessing humanitarian assistance, education, health care, and other services exist for disabled displaced people. The purpose of this study was to collaborate with disabled refugees who have resettled in the United States and to create a space for their stories to be told. This research project explores the narratives of the lived experiences of disabled displaced people through the lenses of three theoretical frameworks: human rights, disability justice, and Critical Refugee Studies. …

Exploring The Opportunity And Archievement Gap: The Capacity Of Inclusive Outdoor Adventure Programming In Alleviating Youth Educational Inequity, Sarah E. Mcdonald

All Graduate Theses, Dissertations, and Other Capstone Projects

The United States education system is purported to be an equalizer for students in terms of providing education, socialization, skills, and opportunities. It is, however, rife with inequality as youth socioeconomic status is largely a predictor for future economic success. Socioeconomic status further constrains their participation in enriching supplemental activities that foster meaningful development. Through a content analysis of published research, this paper specifically examines the value of outdoor adventure programming as a supplemental educational device to that of the classroom experience, particularly for low-income youth. Findings suggest that outdoor adventure programs are associated with positive social outcomes and successful …

Barrier To Girls' Education In The Liberian School System And How To Empower Them To Remain In School, Annetta Lahn Nyanama

All Electronic Theses and Dissertations

The purpose of this thesis was to identify barriers to girls’ education in the fifteen years war in the ravished and impoverished country of Liberia, West Africa. With similar circumstances in developing countries around the world, comparison research is also explored and is clear that the consistent education of girls is often challenging and undervalued compared to the perceived and actual contributions girls make in the home without formal education.

What Are Intended As Systems Of Support Become Systems Of Struggle, Kevin Timpe

University Faculty Publications and Creative Works

Education is, in theory, a human right owed to all individuals, including those who are disabled. In practice, however, that right is often not satisfied. While disabled students now have a federal right to a public education in the United States, the Individuals with Disabilities Education Act is often not followed. And even when it is, ensuring that it is often places undue demands on disabled students and their families. The system that is supposed to support disabled students all too often is itself a source of struggle.

Observations Of Children With Disability During Arts-Based Multisensory Story And Rhyme Activities: Is It All Just Chimes And Perfumes?, John O'Rourke, Susan Main, Christina Gray, Christine Lovering

Research outputs 2014 to 2021

It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to …

Evaluating Individualism As A Predictor Of Workplace E-Learning Training Transfer, Allison Kendall Archer

UNF Graduate Theses and Dissertations

Organizations have long invested in employee training as a means for development. Returns on these investments are limited, however, when, as commonly observed by practioners and researchers, knowledge or skills acquired from training fails to be implemented. This is referred to as the training transfer phenomenon. Workplace training has historically been designed by and for individuals accustomed to Western learning culture, yet increased globalization has reshaped the workforce of the 21st century. Further, there has been a recent shift in workplace training methods from instructor-led/classroom training to online/e-learning. The purpose of this study is to evaluate individualism (a dimension of …

'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes

Human Movement Studies & Special Education Faculty Publications

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of …

Fear Or Freedom? Visually Impaired Students' Ambivalent Perspectives On Physical Education, Sebastian Ruin, Martin Giese, Justin A. Haegele

Human Movement Studies & Special Education Faculty Publications

With a growing interest in sport, fitness, and a healthy lifestyle, bodily practices are increasing in importance in our society. In the school context, physical education (PE) is the subject where these practices play a central role. But, the German language discourse shows in an exemplary manner that inherent body-related social normality requirements are articulated in didactic traditions and curricular requirements, and that these normality requirements have exclusionary potential for those students who do not fit into the norms. Against this background, this article seeks to understand children with visual impairments’ (CWVI’s) individual constructions of PE in a school specialized …

Playing Together: A Call For Multiple Stakeholders To Reduce Exclusionary And Harsh Discipline For Young Bicoc With Disabilities, Saili Kulkarni

Faculty Research, Scholarly, and Creative Activity

 Punitive disciplinary actions deny Black, Indigenous,2 Children of Color (BICOC) with disabilities from access to meaningful instruction and increase their risks for truancy, dropping out, and incarceration. At the intersection of race, disability, and discipline, this paper is a call to action for research and practices that bring together stakeholders and co-constructed, local solutions to exclusionary disciplinary practices affecting BICOC with disabilities. Specifically, we assert that efforts to reduce disproportionately racist responses to the challenging behaviors of young BICOC with disabilities (birth through age 8) cannot be solved with a single intervention strategy or simplistic approaches. Instead, we highlight the …

Inequalities In Girls’ Learning Opportunities Via Edtech: Addressing The Challenge Of Covid-19, Helen Crompton, Agnes Chigona, Katy Jordan, Christina Myers

Teaching & Learning Faculty Publications

The onset of the Covid-19 pandemic prompted school closures, which affected nearly 1.5 billion learners globally. Girls are likely to have experienced learning losses during the pandemic to a greater extent, as there are multiple barriers that influence gender disparities in accessing and benefiting from EdTech, including social inequalities or norms and technological constraints. Equity needs to be foregrounded when EdTech interventions are implemented, by considering disparities emerging from digital access, freedom, literacy, pedagogies, and design:

Digital access: Potential gender disparities in digital access, including at home, should be considered when EdTech interventions are designed.

Digital freedom: Social norms, as …

Building Institutional Support For Undocumented And Daca-Eligible College Students In Michigan, John A. Vasquez, Alejandra Acosta, Rosario Torres, Melissa Hernandez

Journal of College Access

In 2017, the state of Michigan operated, and continues to operate, in an unstipulated policy environment related to undocumented students. There is no higher education commission or policy coordinating body in Michigan nor has the state legislature passed any legislation related to undocumented students or students who are DACA-eligible. Under this unstipulated policy environment, postsecondary institutions have the discretion to establish their own admissions policies and practices, including tuition and financial aid guidelines for undocumented students. Some institutions have stated their public support of these students through what they identify as inclusive and supportive institutional practices via their websites. However, …

“Accept The Idea That Neurodiverse Kids Exist”: Dyslexic Narratives And Neurodiversity Paradigm Visions, Monica Van Schaik

Theses and Dissertations (Comprehensive)

The neurodiversity paradigm has received support from many autistic self-advocates and scholars. Although definitions of neurodiversity are always framed to include dyslexia, research into the neurodiversity paradigm that seeks the perspectives of dyslexic people is limited. This qualitative study sought to fill this gap by asking 12 self-identified dyslexic adults how they imagined their life stories would change within a neurodiversity paradigm. A narrative inquiry methodology was combined with the guiding principles of participatory action research and dyslexic methodology. Dyslexic ways of knowing were engaged and illuminated in the research design, writing process and findings. Emergent themes revealed participants’ lived …

Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce

Australian Journal of Teacher Education

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed …

Teachers’ Perceptions Of Their Work With Teacher Assistants: A Systematic Literature Review, Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler

Australian Journal of Teacher Education

With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, …