Review of Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education
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Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords: -
Disability Studies 1
Disability Studies 1 DST:1101 Introduction to Disability Studies 3 s.h. Introduction and overview of important topics and discussions Disability Studies that pertain to the experience of being disabled; contrast between medical and social models of disability; focus on Chair, Department of Health and Human how disability has been constructed historically, socially, and Physiology politically in an effort to distinguish myth and stigma from • Warren G. Darling reality; perspective that disability is part of human experience and touches everyone; interdisciplinary with many academic Coordinator, Disability Studies areas that offer narratives about experience of disability. GE: • Kristina M. Gordon (Health and Human Physiology) Diversity and Inclusion. DST:1200 Disabilities and Inclusion in Writing and Film Undergraduate certificate: disability studies Around the World 3 s.h. Website: https://clas.uiowa.edu/hhp/undergraduate/ Exploration of human experiences of dis/ability and exclusion/ disability-studies-certificate inclusion. Taught in English. GE: Diversity and Inclusion. Same Disability studies examines disability as a social, cultural, as GHS:1200, GRMN:1200, WLLC:1200. historical, and political phenomenon rather than focusing DST:3102 Culture and Community in Human on its clinical, medical, or therapeutic aspects. It is an Services 2-3 s.h. interdisciplinary and multidisciplinary field that draws on Influence of social issues (e.g., diversity, equity) on human scholarship from diverse disciplines, including anthropology, services; -
RTI in the General Education Classroom
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg. -
The (Narrative) Prosthesis Re-Fitted Finding New Support for Embodied and Imagined Differences in Contemporary Art
The (Narrative) Prosthesis Re-Fitted Finding New Support for Embodied and Imagined Differences in Contemporary Art Amanda Cachia Independent scholar and PhD candidate The (Narrative) Prosthesis Re-Fitted This article undertakes analyses of the contemporary American artists Robert Gober and Cindy Sherman to argue that they use the tropes of the obscene, abject, and traumatic—as discussed by Hal Foster—to make literal and metaphorical reference to David T. Mitchell and Sharon L. Snyder’s narrative prosthesis and its “truth,” while simultaneously leaving out the lived experience of disability. Consideration is given to the works of artists Carmen Papalia and Mike Parr, who use complex embodiment as a new methodology to signify empowerment and agency over what we might previously have considered the obscene, abject, or traumatic. They transform traditional understandings of the “prosthetic” within the specific rhetoric of disability. Introduction Why is it so de rigueur for contemporary artists to use disabled embodiment as a means to convey troubled emotional states, as a narrative and literal prosthesis? Narrative prosthesis is a term originally developed by David T. Mitchell and Sharon L. Snyder, where the disabled body is often inserted into literary, or in this case, visual narratives as a metaphorical opportunity. The disabled body or character is used as a type of crutch or supporting device that allows the narrative to take a turn or a new direction, but often the relationship between the story itself and the disabled body is one based on exploi- tation. “Through the corporeal metaphor,” Mitchell and Snyder articulate, “the disabled or otherwise different body may easily become a stand-in for more abstract notions of the human condition, as universal or nationally specific; thus the textual (disembodied) project depends upon—and takes advantage of—the materiality of the body” (50). -
Fostering Employment for People with Intellectual Disability: the Evidence to Date
Fostering employment for people with intellectual disability: the evidence to date Erin Wilson and Robert Campain August 2020 This document has been prepared by the Centre for Social Impact Swinburne for Inclusion Australia as part of the ‘Employment First’ project, funded by the National Disability Insurance Agency. ‘ About this report This report presents a set of ‘evidence pieces’ commissioned by Inclusion Australia to inform the creation of a website developed by Inclusion Australia as part of the ‘Employment First’ (E1) project. Suggested citation Wilson, E. & Campain, R. (2020). Fostering employment for people with intellectual disability: the evidence to date, Hawthorn, Centre for Social Impact, Swinburne University of Technology. Research team The research project was undertaken by the Centre for Social Impact, Swinburne University of Technology, under the leadership of Professor Erin Wilson together with Dr Robert Campain. The research team would like to acknowledge the contributions of Ms Jenny Crosbie, Dr Joanne Qian, Ms Aurora Elmes, Dr Andrew Joyce and Mr James Kelly (of the Centre for Social Impact) and Dr Kevin Murfitt (Deakin University) who have collaborated in the sharing of information and analysis regarding a range of research related to the employment of people with a disability. Page 2 ‘ Contents Background 5 About the research design 6 Structure of this report 7 Synthesis: How can employment of people with intellectual disability be fostered? 8 Evidence piece 1: Factors positively influencing the employment of people -
The Inclusive Classroom: the Effects of Color on Learning and Behavior
Journal of Family & Consumer Sciences Education, 29(1), Spring/Summer 2011 The Inclusive Classroom: The Effects of Color on Learning and Behavior Kristi S. Gaines Zane D. Curry Texas Tech University Color impacts student behavior within the physical learning environment. Due to the move toward including students with disabilities in the general education classroom, functional color applications are critical. This article reviews and analyzes existing literature and empirical evidence related to use of color in the classroom for students of all abilities. The three major areas reviewed were (1) the inclusive classroom for students with disabilities, (2) color theory, and (3) the physiological and psychological aspects of color. The results show that color is important in designing functional learning spaces. The results of this analysis may benefit educators, parents, and design professionals in designing beneficial learning environments for all students. Color is a powerful design element that produces profound psychological and physiological reactions. Studies have shown a relationship between color preferences, emotions, and academic performance in students (Boyatzis & Varghese, 1993; Imhof, 2004; Karp & Karp, 2001; O’Connor, Sofo, Kendall, & Olson, 1990; Terwogt & Hoeksma, 2001; Wilkins, 2003). The inclusion of learners with disabilities in the general education classroom creates additional challenges for learning and behavior. Federal law requires that children be educated in the least restrictive environment (LRE). The LRE is the requirement that special education students be educated with children without disabilities in the regular educational environment to the maximum extent appropriate to serve their needs. The Individuals with Disabilities Education Act (IDEA) of 2004 addresses the legal rights of students with disabilities. -
Annual-Report-2017-Web.Pdf
GRAD & Undergraduate 184 students across 7programs faculty & staff 200 Individuals 876served by the Family Clinic Clientsby served Assistive Technology Units (ATUs) $ million 7.4In external funding research57 % projects projects targeted51 underserved populations 2 E.Kief 2017 & 455 presentations 2017 Annual Report Department of Disability and Human Development Home to the Institute on Disability and Human Development Table of Contents 3 - Post-Doctoral Program Trains Tomorrow’s Leaders 4 - PhD Students Expand their Horizons Internationally 5 - First Undergraduate Student Graduates from DHD’s Major 6 - IL LEND Trainees Learn by Doing 7 - DHD Promotes Systems Change Through Training and Advocacy 8 - DHD Awards Three Trainees Diversity Fellows 9 - DHD Alumni as Leaders in Policy and Practice 10 - Assistive Technology Unit Promotes Independence for People with Disabilities 11 - Family Clinic Provides Community Based Programs 12 - Faculty Committed to Scholarship and Activism 13 - RRTCDD Promotes the Health of People with IDD 14 - Continuing the Legacy of the Americans with Disabilities Act (ADA) by Bridging Research, Training, and Education 15 - Students Recognized for their Achievements Welcome Statement We are pleased to present the 2016-2017 Annual Report for the Department of Disability and Human Development (DHD) and its Institute on Disability and Human Development (IDHD). It has been an exciting year for DHD as we now offer a full range of academic programs, from an undergraduate minor and major to a PhD program in Disability Studies and graduate certificates in Assistive Technology or Disability Ethics. We are attracting over 600 students to our courses each semester. Additionally, we are now able to offer teaching assistantships to our doctoral students. -
INCLUSIVE EDUCATION and STUDENTS with INTELLECTUAL DISABILITIES (Ids) in the STATE of KUWAIT: ARE WE READY? by HAWAA ALSHEMARI
INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? By HAWAA ALSHEMARI A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2016 © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of HAWAA ALSHEMARI find it satisfactory and recommend that it be accepted. ___________________________________ Darcy Miller, Ph.D., Chair ___________________________________ Susan Rae Banks, Ph.D. ___________________ ________________ Michael Dunn, Ph.D. ___________________________________ Brenda Barrio, Ph.D. ___________________________________ Richard Lamb, Ph.D. ii ACKNOWLEDGMENT I thank Allah for his grace and mercy upon me, providing me with faith, energy, and support to undertake this journey. I am profoundly thankful to the gift of Allah, my son Salim for being in my life, as he has been the inspiration and motivation of my journey toward helping people with disabilities. I am extremely grateful to my best friend, my oldest son Ghanem for his understanding, patience, and support. I am so fortunate to have him in my life. I would also like to acknowledge my supervisor, Dr. Darcy Miller and my committee members for their scholarly comments, support and encouragement. Thank you for your guidance and trust in completing this study. Finally, my appreciation is for my precious friend, Mary Kaye for her support and unconditional love. iii INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? Abstract by Hawaa Alshemari, Ph. -
The Disabled People's Movement
The Disabled People’s Movement Book Four A Resource Pack for Local Groups of Disabled People Published by the BCODP The publication of this booklet was made possible by a grant from Charity Projects. First published in 1997 by The British Council of Organisations of Disabled People (BCODP). © BCODP All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of the publishers and copyright owners except for the quotation of brief passages by reviewers for the public press. Composed by Equal Ability for BCODP Printed by Bailey & Sons Ltd., Somercotes, Derbyshire About this booklet This booklet will not tell you how to run your group, or how to do things. It is designed to signpost you to the information that you need. It will: - Give you ideas about areas you need to think about - Point you in the direction of books and organisations that may help. Some of these books will tell you how to do things. - Fill-in some of the gaps that these books leave about being a group of disabled people. While we were working on these booklets, we talked to many local groups of disabled people. They told us about the hard work and determination you need to succeed. This Resource Pack has been written to help you find support and information so that your hard work does not go to waste. We hope that you will find these signposts get you where you want to go a bit more quickly than you would get there without them! Full details of all books and reference materials mentioned in this booklet is contained in Resource Booklet 6 Introduction What this booklet covers This booklet covers the Disabled People's Movement: • Disability and the Disabled People's Movement • The History of the Movement • International Issues • Integration and inclusion • Campaigning • Self-organisation • BCODP There are some good books that will help you understand more about these subjects. -
Innovation Configuration for Evidence-Based Practices for Students with Severe Disabilities
Innovation Configuration Evidence-Based Practices for Students With Severe Disabilities Diane M. Browder Leah Wood Julie Thompson University of North Carolina at Charlotte Cecelia Ribuffo University of Florida August 2014 CEEDAR Document No. IC-3 ceedar.org Disclaimer: This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Recommended Citation: Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/ Note: There are no copyright restrictions on this document; however, please use the proper citation. Page 2 of 86 Table of Contents Innovation Configuration for Evidence-Based Practices for Students With Severe Disabilities ... 5 Methodology ................................................................................................................................... 6 Terminology ............................................................................................................................ -
Early Long Cane Use: a Case Study
Volume 3 Number 1 Winter 2010 ISSN 1945-5569 Association for Education and Rehabilitation of the Blind and Visually Impaired 1703 N. Beauregard Street, Suite 440 Alexandria, VA 22311-1744 (877) 492-2708 or (703) 671-4500 Fax: (703) 671-6391 www.aerbvi.org Association for Education and Rehabilitation of the Blind and Visually Impaired AER Journal: Research and Practice in Visual Impairment and Blindness ABBREVIATED INSTRUCTIONS FOR CONTRIBUTORS Authors should refer to full instructions at www.aerbvi.org. The AER Journal is a peer-reviewed member journal that is focused on excellent research that can be applied in a practical setting. The Journal publishes material of interest to people concerned with services to individuals of all ages with visual disabilities, including those who are multiply disabled and/or deafblind. Published submissions include Original Research, Practice Report, Book Review, Professional Corner, and Conference Proceedings papers. Original Research papers reflect the latest scientific discoveries in the fields of education and reha- bilitation in vision impairment and blindness (maximum length: 4,000 words). Practice Report papers reflect examples of best practice in the fields of education and rehabilitation of persons with visual impairments or who are blind. We expect not only academics but also practi- tioners to benefit from the contents (maximum length: 3,000 words). Book Review papers are brief reviews of recently published books which will include a review of both the content and structure of the book (maximum length: 1,500 words). Professional Corner papers are guest articles submitted by an AER member about a recent profes- sional experience or set of experiences (maximum length: 1,500 words). -
The Inclusion of Students with Special Needs in the General Education Classroom
Dominican Scholar Senior Theses Student Scholarship 5-2018 The Inclusion of Students with Special Needs in the General Education Classroom Megan Walsh Dominican University of California https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 Survey: Let us know how this paper benefits you. Recommended Citation Walsh, Megan, "The Inclusion of Students with Special Needs in the General Education Classroom" (2018). Senior Theses. 69. https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 This Senior Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Senior Theses by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. !1 Inclusion of Students with Special Needs in the General Education Classroom A Thesis Presented in Partial Fulfillment of the Requirements of the Degree of Bachelor of Arts in Liberal Studies Dominican University of California by Megan Walsh May 2017 !2 This capstone has been presented to and accepted by the Faculty of Education in partial fulfillment of the requirements for the degree of Bachelor of Arts. The content and research methodologies presented in this work represent the work of the candidate alone. ___________________________________ ________________ Candidate Date ___________________________________ ________________ Rosemarie Michaels, LS Instructor Date ___________________________________ ________________ Rosemarie Michaels, Program Chair, Liberal Studies Date !3 Abstract The inclusion of students with special needs in the general education classroom has been a major topic of discussion for many years. Inclusion education means that all students are part of the school community, regardless of their strengths and weaknesses (“Sec.