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Special Education and Teaching Commons™
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- Inclusive education (6)
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Articles 1 - 13 of 13
Full-Text Articles in Special Education and Teaching
Cultivating An Inclusive Mindset In Your Jewish Community: Turning Good Intentions Into Tangible Outcomes, Tali Cohen Carrus
Cultivating An Inclusive Mindset In Your Jewish Community: Turning Good Intentions Into Tangible Outcomes, Tali Cohen Carrus
Graduate Student Independent Studies
This curriculum provides training and resources to Jewish day schools, synagogues, summer camps, and other organizations seeking to better embrace all members of their community and foster full and meaningful integration and participation. Focused primarily on youth with developmental and learning disabilities, though with definite implications for other populations, this curriculum provides a first-step for a community seeking to become more inclusive. Beginning with developing a commitment to inclusion and a common mindset among the staff that will be charged with implementing the programming, the curriculum strives to ensure collaboration from every stakeholder and community member. The second section is …
"See, Two Yellows Make A Rectangle!": Constructing Meaningful, Emergent Learning Moments In A Structured Special Education Program, Lucy Bayer
Graduate Student Independent Studies
This paper explores the relationship between emergent, child-driven learning and the structured curricula of a special education program. Relying on current research and theory as driving forces, the author designed and implemented a series of math lessons with a small group of kindergarten students in a self-contained, special-education setting. The paper begins in narrative form, detailing the author’s journey to her current line of inquiry. Empirical research and educational theory about both emergent, child-driven learning and math instruction are then summarized. The following two chapters chronicle the author’s work with her students. These chapters are presented as both narrative documentation …
"Brace Yourself": Motor Disabilities In Children's Literature, Jillian Bober
"Brace Yourself": Motor Disabilities In Children's Literature, Jillian Bober
Graduate Student Independent Studies
This thesis presents the writing and sharing of an original work “Brace Yourself” with a group of second grade children including clinical and legal background as well as review of selected children’s literature with similar themes. The study incorporates samples of student responses to the story and discussion of curricular themes related to inclusion and school values.
The Examination, Analysis, And Implications Of Educational Research Studies Conducted On Orton-Gillingham, Katharine Potter
The Examination, Analysis, And Implications Of Educational Research Studies Conducted On Orton-Gillingham, Katharine Potter
Graduate Student Independent Studies
Orton-Gillingham is an intensive reading program often utilized in schools across the United States for instructing children with reading difficulties or dyslexia. The current literature review aims to examine the question: What kind of educational research has been has been conducted on Orton-Gillingham's effectiveness and what is lacking amongst the research? Uhry & Clark (2007) write, "One difficulty with Orton-Gillingham programs is that there is relatively little research with focuses on the specific components of this complex and well integrated instruction" (p. 146). This paper investigates and analyzes the research studies that have been conducted on Orton-Gillingham and also examines …
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
Occasional Paper Series
Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Occasional Paper Series
Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.
I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark
I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark
Occasional Paper Series
Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the “grammar” of schooling—that is, they stand out for their differences.
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein
Occasional Paper Series
Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Talking Tolerance Inside The “Inclusive” Early Childhood Classroom, Karen Watson
Occasional Paper Series
Provides an inside look into what the Australian government calls “inclusive learning communities.” This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three “inclusive” early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen’s study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions.
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
Occasional Paper Series
Tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas’s wondrously playful universe. The magic of Lucas’s unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD).
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Occasional Paper Series
Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor
Occasional Paper Series
A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth
Occasional Paper Series
No abstract provided.