Pub Date : 2024-02-13DOI: 10.1177/27324745231224406
Julia E. Snider, Alexis A. Oosting, Amy J. Andersen, Jennifer DeWaard
Many educators learn about people with disabilities without learning from them. This article describes the value of inviting people with disabilities, including individuals with extensive support needs (ESN), to share their experiences and knowledge with others. In this article, we describe how to create a Self-Advocate Guest Presenter Series to provide opportunities for individuals with disabilities to tell their stories. In addition, this article includes ideas to support educators in using what they learned from the presenters within their classrooms and advocacy.
{"title":"Learning From Self-Advocates: Changing Perspectives About Disability","authors":"Julia E. Snider, Alexis A. Oosting, Amy J. Andersen, Jennifer DeWaard","doi":"10.1177/27324745231224406","DOIUrl":"https://doi.org/10.1177/27324745231224406","url":null,"abstract":"Many educators learn about people with disabilities without learning from them. This article describes the value of inviting people with disabilities, including individuals with extensive support needs (ESN), to share their experiences and knowledge with others. In this article, we describe how to create a Self-Advocate Guest Presenter Series to provide opportunities for individuals with disabilities to tell their stories. In addition, this article includes ideas to support educators in using what they learned from the presenters within their classrooms and advocacy.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"105 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745231224405
Rebecca B. Smith Hill, Chelsea VanHorn Stinnett, A. Plotner, Alexander M. Fields, Olivia J. Lewis, Madeline Castle
High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus. Inclusive college programs typically provide support in academic, employment, and independent living domains but often neglect building skills encapsulated under “personal development.” This paper describes a unique personal development model of support with aligned theoretical underpinnings and interdisciplinary practices derived from social work, counselor education, and education fields.
{"title":"An Interdisciplinary Approach to Supporting the Personal Development of College Students With an Intellectual Disability","authors":"Rebecca B. Smith Hill, Chelsea VanHorn Stinnett, A. Plotner, Alexander M. Fields, Olivia J. Lewis, Madeline Castle","doi":"10.1177/27324745231224405","DOIUrl":"https://doi.org/10.1177/27324745231224405","url":null,"abstract":"High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus. Inclusive college programs typically provide support in academic, employment, and independent living domains but often neglect building skills encapsulated under “personal development.” This paper describes a unique personal development model of support with aligned theoretical underpinnings and interdisciplinary practices derived from social work, counselor education, and education fields.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"58 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745241230713
K. Shogren
This special issue focuses on advances in research, policy, and practice in supported decision-making. It includes articles that highlight emerging policy and practice that can be used by practitioners, families, and self-advocates to enable supported decision-making across the life course. Implications and action steps for educators, policymakers, legal professionals, community support providers, and self-advocates and their families are emphasized.
{"title":"Special Issue on Supported Decision-Making: Advancing Policy and Practice","authors":"K. Shogren","doi":"10.1177/27324745241230713","DOIUrl":"https://doi.org/10.1177/27324745241230713","url":null,"abstract":"This special issue focuses on advances in research, policy, and practice in supported decision-making. It includes articles that highlight emerging policy and practice that can be used by practitioners, families, and self-advocates to enable supported decision-making across the life course. Implications and action steps for educators, policymakers, legal professionals, community support providers, and self-advocates and their families are emphasized.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"62 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745231224406
Julia E. Snider, Alexis A. Oosting, Amy J. Andersen, Jennifer DeWaard
Many educators learn about people with disabilities without learning from them. This article describes the value of inviting people with disabilities, including individuals with extensive support needs (ESN), to share their experiences and knowledge with others. In this article, we describe how to create a Self-Advocate Guest Presenter Series to provide opportunities for individuals with disabilities to tell their stories. In addition, this article includes ideas to support educators in using what they learned from the presenters within their classrooms and advocacy.
{"title":"Learning From Self-Advocates: Changing Perspectives About Disability","authors":"Julia E. Snider, Alexis A. Oosting, Amy J. Andersen, Jennifer DeWaard","doi":"10.1177/27324745231224406","DOIUrl":"https://doi.org/10.1177/27324745231224406","url":null,"abstract":"Many educators learn about people with disabilities without learning from them. This article describes the value of inviting people with disabilities, including individuals with extensive support needs (ESN), to share their experiences and knowledge with others. In this article, we describe how to create a Self-Advocate Guest Presenter Series to provide opportunities for individuals with disabilities to tell their stories. In addition, this article includes ideas to support educators in using what they learned from the presenters within their classrooms and advocacy.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"64 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745231218671
Crystal S. Williams, Richard A. Price
The period in which young adults transition from high school is accompanied with complexities they need to navigate, such as further education and training, independent living, developing their career, and achieving meaningful employment. All of these set the stage for a successful and independent life. The significance of this transition is paramount; however, in research and practice, we continue to see poor outcomes for students with disabilities, especially those with the most significant support needs. Transition planning, mandated by the Individuals with Disabilities Education Act, must begin no later than a child turning 16. Some states mandate transition activities to start as early as 14, but should we consider an even earlier age? Within this paper, we discuss the need for changes within policy and practice to begin transition activities during children’s early education years.
{"title":"The Case for Early Transition-Planning for Students With Significant Support Needs: Implications for Policy and Practice","authors":"Crystal S. Williams, Richard A. Price","doi":"10.1177/27324745231218671","DOIUrl":"https://doi.org/10.1177/27324745231218671","url":null,"abstract":"The period in which young adults transition from high school is accompanied with complexities they need to navigate, such as further education and training, independent living, developing their career, and achieving meaningful employment. All of these set the stage for a successful and independent life. The significance of this transition is paramount; however, in research and practice, we continue to see poor outcomes for students with disabilities, especially those with the most significant support needs. Transition planning, mandated by the Individuals with Disabilities Education Act, must begin no later than a child turning 16. Some states mandate transition activities to start as early as 14, but should we consider an even earlier age? Within this paper, we discuss the need for changes within policy and practice to begin transition activities during children’s early education years.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"468 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745231218671
Crystal S. Williams, Richard A. Price
The period in which young adults transition from high school is accompanied with complexities they need to navigate, such as further education and training, independent living, developing their career, and achieving meaningful employment. All of these set the stage for a successful and independent life. The significance of this transition is paramount; however, in research and practice, we continue to see poor outcomes for students with disabilities, especially those with the most significant support needs. Transition planning, mandated by the Individuals with Disabilities Education Act, must begin no later than a child turning 16. Some states mandate transition activities to start as early as 14, but should we consider an even earlier age? Within this paper, we discuss the need for changes within policy and practice to begin transition activities during children’s early education years.
{"title":"The Case for Early Transition-Planning for Students With Significant Support Needs: Implications for Policy and Practice","authors":"Crystal S. Williams, Richard A. Price","doi":"10.1177/27324745231218671","DOIUrl":"https://doi.org/10.1177/27324745231218671","url":null,"abstract":"The period in which young adults transition from high school is accompanied with complexities they need to navigate, such as further education and training, independent living, developing their career, and achieving meaningful employment. All of these set the stage for a successful and independent life. The significance of this transition is paramount; however, in research and practice, we continue to see poor outcomes for students with disabilities, especially those with the most significant support needs. Transition planning, mandated by the Individuals with Disabilities Education Act, must begin no later than a child turning 16. Some states mandate transition activities to start as early as 14, but should we consider an even earlier age? Within this paper, we discuss the need for changes within policy and practice to begin transition activities during children’s early education years.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"65 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/27324745241230713
K. Shogren
This special issue focuses on advances in research, policy, and practice in supported decision-making. It includes articles that highlight emerging policy and practice that can be used by practitioners, families, and self-advocates to enable supported decision-making across the life course. Implications and action steps for educators, policymakers, legal professionals, community support providers, and self-advocates and their families are emphasized.
{"title":"Special Issue on Supported Decision-Making: Advancing Policy and Practice","authors":"K. Shogren","doi":"10.1177/27324745241230713","DOIUrl":"https://doi.org/10.1177/27324745241230713","url":null,"abstract":"This special issue focuses on advances in research, policy, and practice in supported decision-making. It includes articles that highlight emerging policy and practice that can be used by practitioners, families, and self-advocates to enable supported decision-making across the life course. Implications and action steps for educators, policymakers, legal professionals, community support providers, and self-advocates and their families are emphasized.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1177/27324745231210757
Alison M. Wilhelm, Melissa L. McGraw
Multilingual learners (MLs) who communicate via alternative and augmentative communication (AAC) experience many barriers to accessing inclusive literacy instruction with same-age and multilingual peers. Educators can support MLs who use AAC by designing shared reading instruction that incorporates expansive literacy and translanguaging strategies. After reading this article, three key takeaways for educators of ML who use AAC are: (a) expansive literacy learning is a socio-cultural practice that is guided by communication and connection, (b) inclusive shared reading instruction develops language and literacy skills, and (c) research-based strategies like dialogic reading, teaching vocabulary through text, and discussion-oriented comprehension instruction with peers can be adapted to support linguistically and expressively diverse learners. Practitioners can plan inclusive shared reading instruction by using these expansive literacy approaches and research-based strategies to support ML who communicate using AAC.
{"title":"Expanding Shared Reading: Integrating Expansive Literacy and Translanguaging Strategies to Support Multilingual Learners Who Communicate Using AAC","authors":"Alison M. Wilhelm, Melissa L. McGraw","doi":"10.1177/27324745231210757","DOIUrl":"https://doi.org/10.1177/27324745231210757","url":null,"abstract":"Multilingual learners (MLs) who communicate via alternative and augmentative communication (AAC) experience many barriers to accessing inclusive literacy instruction with same-age and multilingual peers. Educators can support MLs who use AAC by designing shared reading instruction that incorporates expansive literacy and translanguaging strategies. After reading this article, three key takeaways for educators of ML who use AAC are: (a) expansive literacy learning is a socio-cultural practice that is guided by communication and connection, (b) inclusive shared reading instruction develops language and literacy skills, and (c) research-based strategies like dialogic reading, teaching vocabulary through text, and discussion-oriented comprehension instruction with peers can be adapted to support linguistically and expressively diverse learners. Practitioners can plan inclusive shared reading instruction by using these expansive literacy approaches and research-based strategies to support ML who communicate using AAC.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"7 1","pages":"101 - 109"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1177/27324745231209759
Richard A. Price, Nicole Adler, Elaine M. Gilmartin
Despite historical shifts toward inclusion for individuals with Disabilities, negative views and societal stigmas still persist, specifically regarding gender and sexuality. Concurrently, there has been an increase in anti-LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) legislation, which poses a significant risk to the well-being and civil rights of LGBTQ+ individuals with Disabilities. In this article, Nicole Adler, a self-advocate who identifies in the LGBTQ+ community, tells her coming-out story. She emphasizes the critical need to proactively support and advocate for the rights and well-being of sexual and gender minorities within the Disability community. Nicole emphasizes the significance of inclusive sex education and provides a call to action for educators to better support LGBTQ+ students with Disabilities. Nicole hopes to inspire and encourage others by sharing her thoughts on the importance of advocating for LGBTQ+ individuals with Disabilities through this article.
{"title":"Invisibly Invisible: An LGBTQ+ Self-Advocate Perspective on the Anti-LGBTQ+ Movement","authors":"Richard A. Price, Nicole Adler, Elaine M. Gilmartin","doi":"10.1177/27324745231209759","DOIUrl":"https://doi.org/10.1177/27324745231209759","url":null,"abstract":"Despite historical shifts toward inclusion for individuals with Disabilities, negative views and societal stigmas still persist, specifically regarding gender and sexuality. Concurrently, there has been an increase in anti-LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) legislation, which poses a significant risk to the well-being and civil rights of LGBTQ+ individuals with Disabilities. In this article, Nicole Adler, a self-advocate who identifies in the LGBTQ+ community, tells her coming-out story. She emphasizes the critical need to proactively support and advocate for the rights and well-being of sexual and gender minorities within the Disability community. Nicole emphasizes the significance of inclusive sex education and provides a call to action for educators to better support LGBTQ+ students with Disabilities. Nicole hopes to inspire and encourage others by sharing her thoughts on the importance of advocating for LGBTQ+ individuals with Disabilities through this article.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"64 1","pages":"110 - 112"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139303100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/27324745231185572
Deborah Taub, Kirsten Lansey, Kristin Burnette, Elizabeth Hartmann
Including students with extensive support needs (ESN) in general education schools and classes across a district and school can be challenging. To be successful and sustainable, students with ESN need education teams with a wide range of expertise and, at minimum, a district-wide system of inclusion. This article demonstrates how one district and their school teams used a scaffolded tool (5-15-45 Tool) and a five-step implementation process to increase the inclusion of students with ESN at the school and district levels. The tool was designed to support collaborative teams to implement evidence-based practices in general education contexts. Using vignettes, completed examples from the 5-15-45 Tool, and an external link to a grade-level lesson, this article illustrates how education teams, schools, and districts can use the 5-15-45 Tool and five-step process to include students with ESN in general education contexts and to enhance inclusive education across a district.
{"title":"Building Collaborative Teams to Include Students With Extensive Support Needs in General Education Contexts","authors":"Deborah Taub, Kirsten Lansey, Kristin Burnette, Elizabeth Hartmann","doi":"10.1177/27324745231185572","DOIUrl":"https://doi.org/10.1177/27324745231185572","url":null,"abstract":"Including students with extensive support needs (ESN) in general education schools and classes across a district and school can be challenging. To be successful and sustainable, students with ESN need education teams with a wide range of expertise and, at minimum, a district-wide system of inclusion. This article demonstrates how one district and their school teams used a scaffolded tool (5-15-45 Tool) and a five-step implementation process to increase the inclusion of students with ESN at the school and district levels. The tool was designed to support collaborative teams to implement evidence-based practices in general education contexts. Using vignettes, completed examples from the 5-15-45 Tool, and an external link to a grade-level lesson, this article illustrates how education teams, schools, and districts can use the 5-15-45 Tool and five-step process to include students with ESN in general education contexts and to enhance inclusive education across a district.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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