Disability and Equity in Education Commons^™

El Deafo Bibliotherapy, David S. Wolff

OER Materials

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …

Employment Outcomes For Postsecondary Students With Intellectual And Developmental Disabilities: A Secondary Analysis, Eric J. Anderson, Andrew Buck, Jessie Green, Diane Weinbrandt, Margo Izzo, Amy Shuman

Mid-Western Educational Researcher

Individuals with disabilities do not access postsecondary education at the same rate as their peers without disabilities. This gap is unfortunate, as research shows that when students with intellectual and developmental disabilities (IDD) participate in postsecondary education, they have improved physical, social, and employment outcomes. To address these issues, colleges and universities have created postsecondary programs for students with IDD. While research on employment outcomes of these programs has been positive, there are conflicting results when analyzing which aspects of those programs are associated with positive employment outcomes. In this study we analyze data from 92 students enrolled in nine …

Academic And Social Experiences Of Undergraduate Community College Students With Invisible Disabilities, Lindsay K. Driskell

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Lindsay K. Driskell on March 27, 2025.

The Impact Of Educators’ Perceptions Of Neurodivegence On Their Self-Efficacy In Teaching Middle And High School Students With Adhd And Autism In Rural Minnesota, Nicolle D. Bettcher Erickson

Dissertations, Theses, and Projects

ABSTRACT

The purpose of this phenomenological qualitative study was to explore how we can best support our teachers in matching our ever-changing educational landscape, specifically our neurodivergent learners. When educating neurodivergent students (students with autism or attention deficit hyperactivity disorder), we must understand how to teach these creative, sometimes misunderstood individuals and unleash their full potential. To do so, we need educational practitioners who have healthy perceptions of what it means to be neurodivergent and educators who understand both the talents and hurdles that being neurodivergent may entail. This study examined how non-special education teachers' perceptions of neurodivergence correlated with …

Latinas Graduate Students: Exploring The Psychosociocultural Influences As They Navigate Doctoral Education, Berenice Sanchez Phd

Great Lakes Regional Counseling Psychology Conference

Latina graduate students continue to be underrepresented with in higher education despite their population growth. Therefore, it is important to understand the factors and influences that help them navigate academia. This study utilizes the psychosociocultural (PSC) model to explore the factors that aided them in persisting toward degree completion.

Questionable And Improved Research Practices In Single-Case Experimental Design: Initial Investigation And Findings, Matt Tincani, Jason Travers, Art Dowdy, Timothy A. Slocum, Ronnie Deitrich

Special Education and Rehabilitation Counseling Faculty Publications

Researchers have identified questionable research practices that compromise replicability and validity of conclusions. However, this concept of questionable research practices has not been widely applied to single-case experimental designs (SCED). Moreover, to date researchers have focused little attention on improved research practices as alternatives to questionable practices. This article describes initial steps toward identifying questionable and improved research practices in SCED. Participants were 63 SCED researcher experts with varying backgrounds and expertise. They attended a 1-day virtual microconference with focus groups to solicit examples of questionable and improved research practices at different stages of the research process. A qualitative analysis …

Patterns And Representation In Play-Based Learning: A Systematic Meta-Synthesis Of Empirical Studies In K-13+ Settings, Steph Dean, Julianne A. Wenner

Publications

This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based …

Teacher Decision Making In Guided-Reading, Brittany Worthen

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Guided reading provides teachers the opportunity to support students in literacy learning. When planning for and implementing this instructional approach, teachers are required to make various in-advance and in-the-moment decisions that involve responding to students’ instructional needs through adaptive teaching. Grounded in sociocultural and social constructivist theories, this study was designed to understand teacher decision-making within the context of guided reading instruction.

This research was a collective case study aimed at providing a better understanding of the various decisions teachers make when teaching in a guided reading context. Findings pertaining to in-advanced decisions that emerged from the data can be …

Power Of Partnerships, Joni Meade

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

No abstract provided.

Collaborative Inclusion: Iep Team Perspectives On Supporting Students With Extensive Needs And The Implications For Teacher Preparation Programs, Deborah J. Amend, Amy E. Lein, Alexandra J. Taylor, Elizabeth G. Dinkins

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This mixed methods multi-case study explored the inclusion of students with extensive support needs, including multiple disabilities and autism, in a small elementary school setting. The study focused on the perspectives of school-based IEP team members regarding inclusive practices. Using a combination of quantitative and qualitative data, the research incorporated raw score data from the Teacher Attitude Towards Inclusion Survey alongside individual interviews, a focus group, and the development of tailored student support plans. A ten-week coaching intervention was implemented, grounded in Kunz and Carter’s (2021) collaborative and consultative framework, to enhance the team's capacity for inclusive education. Findings suggest …

Using Diverse Picture Books To Strengthen Social And Emotional Skills, Jessica L. Edwards

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Social and emotional learning skills are inherently interconnected with culturally responsive teaching, as any progress with equity and justice requires intrapersonal, interpersonal, and cognitive competence. This article discusses the significance of this connection, providing numerous ideas for using diverse picture books to establish and further strengthen social and emotional learning skills within any classroom environment.

The Lived Experiences Of Disabled Students In Inclusive Classrooms, Tanner Mizel

Dissertations

This dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive …

Pre-K–12 Teachers’ Views On Asd+Adhd: Prevalence Estimates And Teaching Preparedness, Sidni Justus, Emily M. Pogue, Victoria Simanovich

Faculty Articles

Background/Objectives: Teachers play a significant role in the identification and intervention of neurodevelopmental disorders such as ASD and ADHD. However, their perceptions of ASD+ADHD comorbidity remain underexplored. This study investigates teachers’ estimates of ASD+ADHD prevalence and their perceived preparedness to teach students with co-occurring diagnoses, exploring key predictors of both outcomes. Methods: Pre-K-12 teachers (N = 199) completed demographic questions and four additional questionnaires assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes and overall teaching self-efficacy. Participants estimated the prevalence of ASD+ADHD comorbidity and rated their preparedness to instruct students with ASD+ADHD, ASD-only, and ADHD-only. Regression analyses examined factors predicting prevalence …

Designing Accessible Ui/Ux For Epileptic Patients: A Scalable Solution For Music Therapy Delivery, Amethyst G.H. Mckenzie

Computer Science Senior Theses

How can we design an accessible, scalable UI/UX system tailored to the cognitive, visual, and motor impairments of epileptic patients, that ensures safe and effective interactions with music therapy applications? This research explores the intersection of accessibility, user-centred design, and digital health, using an iterative design process to develop and refine the SONATA app—a clinically deployable music therapy platform.

Through two prototype iterations, usability testing, and quantitative event logging, this study compares the effectiveness of structured versus flexible navigation in improving user experience. Key findings reveal that structured navigation reduces unintended detours, while progressive disclosure techniques enhance instructional clarity. Additionally, …

The Nctm/Cec Position Statement On Teaching Mathematics To Students With Disabilities: What’S In It And What’S Not, Sarah R. Powell, Marcia A. Barnes, Jenny Root, Elizabeth M. Hughes, Leanne Ketterlin-Geller, Gena Nelson, Megan Rojo, David H. Allsopp, Bradley S. Witzel, Jonté A. Myers, Margaret M. Flores, Erica S. Lembke, Matthew K. Burns, Jessica Namkung, Brian Poncy, Robin Parks Ennis, Lisa L. Morin, Tessa L. Arsenault, Christian T. Doabler, Vanessa Hinton, Rajiv Satsangi, Jennifer E. Kong, Bree Jimenez, Kaitlin Bundock, Robin S. Codding, Sarah King, Scott A. Dueker, Genesis Arizmendi, Deidre Gilley, Tasia Brafford, Elizabeth A. Stevens, Ben Clarke, Paul J. Riccomini, Corey Peltier

Education Faculty Articles and Research

A joint position statement issued in December 2024 by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) on teaching mathematics to students with disabilities lacked substantive, actionable, research-validated recommendations to support the work of practitioners in the field. Herein, we provide a rationale for ways in which the eight recommendations for teachers included in the position statement fell short, provided misleading information, and ignored the large body of research on providing mathematics instruction for students with mathematics disability or difficulties. In response, we offer seven actionable, research-validated recommendations, including: (a) use systematic, explicit …

Non-Aversive Social And Academic Interventions For Youth With Challenging Behavior, Tom Clees

National Youth Advocacy & Resilience Conference

Differential reinforcement procedures (DR) will be the focus of this presentation, including differential reinforcement of appropriate behavior that is alternative to (DRA), or incompatible with (DRI), targeted challenging behavior, and differential reinforcement of the absence of challenging behavior for specified intervals (DRO). In addition, combined strategies (DR with changing criteria and/or social skills instruction) will be presented. Novel applications will also be highlighted.

Nature For All: Addressing Inequities In Access To Green Spaces, Steph Dean

Publications

No abstract provided.

A Meta-Analysis Of Technology Usage In Word Problem Solving Interventions For Elementary Students: An Application Of The Samr Model, Joelle Prate, Jennifer E. Kong, Lamiya Hoque, Trisha Sugita, Tanya Belom

Education Faculty Articles and Research

This meta-analysis assessed the effect of the usage of technology in math interventions on the math achievement of students in kindergarten to the fifth grade. The SAMR (Substitution, Augmentation, Modification, Redefinition) (Puentedura, 2006) model was applied to evaluate the degree of technology integration within the math intervention. Twelve group studies met the criteria for inclusion in this meta-analysis. Overall, technology interventions yielded a significant positive effect on the math achievement of elementary-aged students with learning disabilities (LD) (ES = 1.34). While no significant differences in effect sizes were found by function of the SAMR model, the studies that utilize technology …

Accessibility Disclosure Statements: Best Practices For Documenting Inclusive And Accessible Web-Based Research Design, Alicia Mason, Elizabeth Spencer, Pan Liu, Kristen Livingston, Sakshi Bhati, Angela Ashmore, Tristan A. Spencer, Lauren Shepard

Faculty Submissions

Accessibility disclosure is a core principle of the Project IRIS Best Practice Framework. This instructional resource-- Accessibility Disclosure Statements: Best Practices for Documenting Inclusive Web-Based Research Design-introduces options for reporting accessible web-based research design efforts in scholarly and professional publications. The three forms of accessibility disclosure statements are introduced: summary statements, reports of analysis--both general and specific-, and detailed process descriptions. Each of these strategies including terms, conceptual definitions, and examples are provided. The instructional resource may be of interest to undergraduate and graduate course instructors teaching research methods courses in a variety of social science disciplines.

The History Matters: Fighting For Equal Education In Lowell, Massachusetts, 1970-1990, Robert Forrant, Chandaranee Khoeun, Chrisna Khuon

Institute for Asian American Studies Publications

This is a story about Southeast Asian and Latino parents in Lowell, MA who confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal educational opportunities. While the school struggle unfolded, acts of anti-Asian and anti-Latino violence were perpetrated in Greater Boston and around the country, including the tragic death of Vandy Phorng, a 13-year-old Cambodian American in 1987. Following his death, the federal lawsuit that Southeast Asian and Latino parents had filed moved through the federal court for two years before the city settled. However, further racism …

Light In The Darkest Places: Analyzing News Coverage Of A U.S. Immigrant Detention Center, Stephanie M. Madison, Mikel W. Cole, Susan Cridland-Hughes

Publications

Immigrants remain one of the most disempowered groups within the United States. Drawing on critical media literacy research that focuses on power dynamics and positioning, this article addresses ways the news media reports on immigrants and immigrant detention centers. We conducted a critical content analysis of 180 articles on one specific location, Stewart Detention Center (SDC), to demonstrate variability in newspaper reporting on several levels, including frequency, geographic location, and context. Our first research question explored changes in reporting over time, and our second research question considered differences in reporting by geographic level. Our third research question examined differences in …

Supporting The Needs Of High School Students With Disabilities Transitioning To College, Barbara Serianni, Karin Fisher, Stephanie Devine

Empowering Educators Conference

The number of students with disabilities (SWD) attending college has increased, but they have lower graduation rates in comparison to students without disabilities. Our research aims to determine the experiences of college SWD at GSU, and to link this data with interventions to aid SWD transitioning to higher education.

If You Can't Read The Book, You Only Learn A Little, John Hobe

Empowering Educators Conference

Come and discuss exciting strategies we can do to make certain students can read the materials we provide. We want the students to remember successful school experiences. We will discuss what to do so the students read teacher provided maerials or the books students select successfully.

Teaching And Normalizing Digital Accessibility For Students In The Chemical Sciences, Stefano C G Biagini

Journal of Science Education for Students with Disabilities

Digital accessibility is the inclusive practice of ensuring that all people can equally access digital information. However, this good practice has yet to be fully embraced by practitioners and educators in the chemical sciences. This article will describe and explain the key requirements of digital accessibility and how they apply to educators in the chemical sciences, with the emphasis on supporting visually impaired students; it will illustrate a case study of training students in adopting digital accessibility good practices in order to enable a culture change of greater inclusivity for the next generation; and finally illustrate low cost laboratory adaptations …

Feeding And Swallowing Disorders In Children With Autism: What Caregivers Need To Know, Olivia Hopkins

Undergraduate Publications

This study investigates the complex topic of feeding and swallowing disorders in children with autism, highlighting the significant challenges they pose, particularly related to sensory sensitivities and oral motor difficulties, and the persistent lack of understanding. We examine diagnostic criteria, risks, familial impacts, cultural nuances, and evidence-based intervention strategies, with a focus on practical guidance for caregivers, to equip them with resources for navigating these challenges (Schulz & Eden, 2016). Despite the prevalence of these disorders, many remain unaware of the struggles, underscoring the urgent need for targeted investigations and supportive measures. Specifically, this paper aims to provide Speech Language …

Using Ai To Make Accessible Accessible Content, Melinda Turner

Faculty Other Scholarly Works

This professional development session will explore how to leverage AI tools, specifically Google’s NotebookLM, to create accessible learning materials for college students. Participants will learn how to use NotebookLM to transform existing content into more accessible formats. The session will cover practical strategies for implementing AI to improve readability and comprehension for all learners including students with disabilities, non-native English speakers, and students with varying learning preferences. We will discuss how to create transcripts for audio/video files and ensure content is well-organized and easy to navigate. This session will also highlight the importance of evidence-based practices in content creation and …

An Attitude Of Openness: Adapting Body Neutrality For Performers, Kerstin A. Vaughn, Emily Baird

Feminist Pedagogy

For performers, specifically dancers and actors, the body constitutes the vast majority of focus and training. It is what we present onstage, share with audiences, and contract to casting directors and choreographers. Our bodies, the way they look and move, directly influence the amount and quality of work we make. The concept of body neutrality, then, poses an interesting challenge for performers and those of us who train them. How do we balance a healthy relationship with the body while also thinking critically about all of the ways our bodies carry meaning in performance? How do we, as educators, promote …

Reenvisioning Identities That Precede Us: “Body Acknowledgement” As Social Justice Practice Within A Communication Ethics Course Redesign, Wendy Kz Anderson, Ollivia Webster, Nicole Yang, Cass Bryant, Taylor Herr

Feminist Pedagogy

We infuse this conversation of “body neutrality” through social justice responsiveness (compassion, equity, and accountability of body/presence privilege) by specifically attending to intersections of race, gender, and body mindset built into our identities. In reimagining the term “body-neutrality” through identity engagement, we introduce the term “body acknowledgment” as an active interpretative state. As a co-authored pedagogical “co-conspiring” for racial justice (Houdek and Ore, 2021, p. 92), we (instructor, teaching assistants, and previous students) offered a course redesign centering social justice strategies to address the following question: How can dialogue about intersectional communication work toward redesigning learning with difference and develop …

“It’S A Constant Wear And Tear”: Trans Visibility As Educational Labour In The Neoliberal School, Bishop Owis, Harper Keenan, Lee Iskander, Mario I. Suárez, Mollie Mcquillan, Christina Cook, Daniel Gallardo

Journal of Queer and Trans Studies in Education

Although transgender people are increasingly visible in mainstream North America, trans teachers are without adequate resources or protections to support their employment in schools. Legislation in both Canada and the United States that invokes concern about parental rights and “LGBT indoctrination” in schools illustrate the dangerous political landscape facing teachers. In 2023, over 500 anti-LGBT (lesbian, gay, bisexual, and transgender) bills were introduced in state legislatures across the United States (Choi, 2024). Given this context, this paper explores trans education workers’ descriptions of trans visibility in the workplace. Drawing from interviews from the Trans Workers in Schools Project (TWISP), we …

The Hbcu Experience Why I Chose My Hbcu And How It Helped Me Prepare For My Career, Illinois Mathematics And Science Academy, Angela Richardson

Educational Panels

Panel/Event Coordinator: Angela Richardson

Moderated by: Dr. Anita White

Panelists:

• Justin Alfred : Southern University and A&M College, Baton Rouge. Civil Engineering / Computer science. Lockheed Martin.
• Joseph Bertrand ‘20 : Alumni : North Carolina Agricultural and Technical State University, Associate Engineer at Caterpillar Inc.
• Darryl Burrell Jr. : Alumni :Morgan State University . Project manager at city of Pearland, Texas engineering and Public Works.
• Dr. Garry J. Kennebrew Jr. ‘04 : Alumni :Morehouse College. Alumni Loyola University Chicago Stritch School of Medicine . Emergency medicine physician.
• Jai.da Lewis ‘15 : Alumni :Texas Southern University Chemistry. Owner, Poised Lips by …