Pub Date : 2021-12-17DOI: 10.1177/27324745211057155
I. Smith, Carlyn O. Mueller
Disability identity development is an important part of the experience of people with disabilities. Participation in disability community activism and advocacy for the goals of the disability community is related to self-advocacy and plays a fundamental role in shifting individuals’ views of themselves and their disabilities. This article explores a political disability identity conceptual framework and provides recommendations for teachers to develop an understanding of disability in school focused on self-worth and pride; awareness of discrimination, common cause within the disability community, and policy alternatives; and engagement in political action.
{"title":"The Importance of Disability Identity, Self-Advocacy, and Disability Activism","authors":"I. Smith, Carlyn O. Mueller","doi":"10.1177/27324745211057155","DOIUrl":"https://doi.org/10.1177/27324745211057155","url":null,"abstract":"Disability identity development is an important part of the experience of people with disabilities. Participation in disability community activism and advocacy for the goals of the disability community is related to self-advocacy and plays a fundamental role in shifting individuals’ views of themselves and their disabilities. This article explores a political disability identity conceptual framework and provides recommendations for teachers to develop an understanding of disability in school focused on self-worth and pride; awareness of discrimination, common cause within the disability community, and policy alternatives; and engagement in political action.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132573834","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 : 2021-11-10DOI: 10.1177/27324745211055398
S. Wakeman, M. Thurlow, Elizabeth Reyes, J. Kearns
Grading is a common practice in general education settings. Few teachers, however, are clear about how they should grade students with significant cognitive disabilities when those students are included in the general education classroom. Unfortunately, existing research provides minimal information to aid teachers and education leaders as they consider fair and equitable grading practices for these students. In this article, we examine the four criteria for high-quality inclusive grading outlined by The William & Mary Training & Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.
{"title":"Fair and Equitable Grading for ALL Students in Inclusive Settings","authors":"S. Wakeman, M. Thurlow, Elizabeth Reyes, J. Kearns","doi":"10.1177/27324745211055398","DOIUrl":"https://doi.org/10.1177/27324745211055398","url":null,"abstract":"Grading is a common practice in general education settings. Few teachers, however, are clear about how they should grade students with significant cognitive disabilities when those students are included in the general education classroom. Unfortunately, existing research provides minimal information to aid teachers and education leaders as they consider fair and equitable grading practices for these students. In this article, we examine the four criteria for high-quality inclusive grading outlined by The William & Mary Training & Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122507389","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 : 2021-11-03DOI: 10.1177/27324745211050023
J. Bumble, Christopher R. J. Worth, Lindsay S. Athamanah, Magen Rooney-Kron, April Regester, Jonathan Lidgus
As inclusive postsecondary education (IPSE) programs emerge and expand across the United States, many young people with intellectual and developmental disabilities (IDD) have access to higher education for the first time. To support growth and identity development, students with IDD should have access to all aspects of college life (e.g., activities, relationships, opportunities). Furthermore, students with IDD should have the freedom to take emotional, physical, and intellectual risks relative to those of their peers without disabilities. This leading edge article is written by practitioners and researchers with and without disabilities associated with the University of Missouri St. Louis IPSE program, Succeed. To center the voices of persons with disabilities, any direct quotations are in italics. In this article, we advocate for increased dignity of risk in IPSE, present a model to assess and make programmatic decisions regarding dignity of risk in IPSE, and highlight five philosophical values that guide our work toward “messy inclusion.”
{"title":"“Messy Inclusion”: A Call for Dignity of Risk in Inclusive Postsecondary Education","authors":"J. Bumble, Christopher R. J. Worth, Lindsay S. Athamanah, Magen Rooney-Kron, April Regester, Jonathan Lidgus","doi":"10.1177/27324745211050023","DOIUrl":"https://doi.org/10.1177/27324745211050023","url":null,"abstract":"As inclusive postsecondary education (IPSE) programs emerge and expand across the United States, many young people with intellectual and developmental disabilities (IDD) have access to higher education for the first time. To support growth and identity development, students with IDD should have access to all aspects of college life (e.g., activities, relationships, opportunities). Furthermore, students with IDD should have the freedom to take emotional, physical, and intellectual risks relative to those of their peers without disabilities. This leading edge article is written by practitioners and researchers with and without disabilities associated with the University of Missouri St. Louis IPSE program, Succeed. To center the voices of persons with disabilities, any direct quotations are in italics. In this article, we advocate for increased dignity of risk in IPSE, present a model to assess and make programmatic decisions regarding dignity of risk in IPSE, and highlight five philosophical values that guide our work toward “messy inclusion.”","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"26 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114106404","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 : 2021-06-12DOI: 10.1177/27324745211021376
Jennifer A. Kurth, Andrea Ruppar
{"title":"Editors’ Welcome to the Inaugural Issue of Inclusive Practices","authors":"Jennifer A. Kurth, Andrea Ruppar","doi":"10.1177/27324745211021376","DOIUrl":"https://doi.org/10.1177/27324745211021376","url":null,"abstract":"","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132315531","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 : 2021-06-02DOI: 10.1177/27324745211000307
V. Walker, Sheldon L. Loman
Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects of SWPBIS at the Tier 1 and Tier 2 levels. Given that SWPBIS is intended to be fully inclusive, the purpose of this article is to provide educators and other staff with practical tools and guidelines for including students with ESN in Tiers 1 and 2 of SWPBIS. We also present additional considerations for self-assessment, collaborative teaming, and professional development for including students with ESN in SWPBIS.
{"title":"Strategies for Including Students With Extensive Support Needs in SWPBIS","authors":"V. Walker, Sheldon L. Loman","doi":"10.1177/27324745211000307","DOIUrl":"https://doi.org/10.1177/27324745211000307","url":null,"abstract":"Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects of SWPBIS at the Tier 1 and Tier 2 levels. Given that SWPBIS is intended to be fully inclusive, the purpose of this article is to provide educators and other staff with practical tools and guidelines for including students with ESN in Tiers 1 and 2 of SWPBIS. We also present additional considerations for self-assessment, collaborative teaming, and professional development for including students with ESN in SWPBIS.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125937335","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 : 2021-06-02DOI: 10.1177/27324745211014148
Kurt A. Schneider, Suzanne Sands, Kristen Endre, D. Baker, Kristin K. Burnette, Diane L. Ryndak
Illinois has an education system that includes regional cooperatives charged with supporting member districts in the provision of special education services for students from birth to age 22. Such support can include both direct services (i.e., early childhood services, special education classes in a separate building or in special education classrooms of the member districts) and indirect services (e.g., consulting services, professional development and coaching, assessment, related services). This interview is with three leaders in one such cooperative of 18 K-8 and high school member districts of varying size across 3 regions in 2 counties.
{"title":"An Interview on District and School Transformation: Practical Approaches to Facilitating Sustainable Systemic Change","authors":"Kurt A. Schneider, Suzanne Sands, Kristen Endre, D. Baker, Kristin K. Burnette, Diane L. Ryndak","doi":"10.1177/27324745211014148","DOIUrl":"https://doi.org/10.1177/27324745211014148","url":null,"abstract":"Illinois has an education system that includes regional cooperatives charged with supporting member districts in the provision of special education services for students from birth to age 22. Such support can include both direct services (i.e., early childhood services, special education classes in a separate building or in special education classrooms of the member districts) and indirect services (e.g., consulting services, professional development and coaching, assessment, related services). This interview is with three leaders in one such cooperative of 18 K-8 and high school member districts of varying size across 3 regions in 2 counties.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122132598","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 : 2021-06-01DOI: 10.1177/27324745211014154
Amy N. Hanreddy
Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance learning educational programs during school closures in the context of the COVID-19 pandemic. These barriers include inaccessible formats, a lack of access to adequate support to access instruction, and a lack of available assistive technology. Access issues may result in further isolation of students and reduced access to general education peers and curriculum. Promising practices include close collaboration with families, connecting Individualized Education Program (IEP) goals to students’ daily routines, supporting access to the general education curriculum, strategic participation in online classes, meaningful engagement with typical peers, and the adaptation of progress monitoring strategies for distance learning formats.
{"title":"Distance Learning and Students With Extensive Support Needs: (Re)Defining Access to Education From a Distance","authors":"Amy N. Hanreddy","doi":"10.1177/27324745211014154","DOIUrl":"https://doi.org/10.1177/27324745211014154","url":null,"abstract":"Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance learning educational programs during school closures in the context of the COVID-19 pandemic. These barriers include inaccessible formats, a lack of access to adequate support to access instruction, and a lack of available assistive technology. Access issues may result in further isolation of students and reduced access to general education peers and curriculum. Promising practices include close collaboration with families, connecting Individualized Education Program (IEP) goals to students’ daily routines, supporting access to the general education curriculum, strategic participation in online classes, meaningful engagement with typical peers, and the adaptation of progress monitoring strategies for distance learning formats.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132068046","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 : 2021-03-01DOI: 10.1177/2732474521990028
Jenny R. Root, Bree A. Jimenez, Alicia F. Saunders
Universal Design for Learning (UDL) is a framework that can be applied when planning inclusive mathematics to benefit all students in a classroom, including students with extensive support needs. This article provides a step-by-step process for using the UDL framework to plan instruction, meeting the needs of all learners. Strategies such as collaboration, prioritizing learning goals, contextualizing mathematics to make it meaningful to learners, and planning for variability across the three principles of UDL—multiple means of expression, representation, and action and expression—are discussed.
{"title":"Leveraging the UDL Framework to Plan Grade-Aligned Mathematics in Inclusive Settings","authors":"Jenny R. Root, Bree A. Jimenez, Alicia F. Saunders","doi":"10.1177/2732474521990028","DOIUrl":"https://doi.org/10.1177/2732474521990028","url":null,"abstract":"Universal Design for Learning (UDL) is a framework that can be applied when planning inclusive mathematics to benefit all students in a classroom, including students with extensive support needs. This article provides a step-by-step process for using the UDL framework to plan instruction, meeting the needs of all learners. Strategies such as collaboration, prioritizing learning goals, contextualizing mathematics to make it meaningful to learners, and planning for variability across the three principles of UDL—multiple means of expression, representation, and action and expression—are discussed.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121478863","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 : 2021-02-04DOI: 10.1177/2732474520977482
E. Carter
Faith is central to the flourishing of so many children and adults with significant disabilities and their families. For congregations striving to be a place of inclusion and belonging for their entire community, the theological call to welcome people with disabilities can introduce a host of questions: What does it mean to be a community marked by belonging? What strategies and supports should we adopt to include people well? How can others assist us in this essential endeavor? This article presents a framework for reflecting on the practices and commitments of local congregations that contribute to belonging within a community of faith.
{"title":"A Place of Belonging: Including Individuals With Significant Disabilities in Faith Communities","authors":"E. Carter","doi":"10.1177/2732474520977482","DOIUrl":"https://doi.org/10.1177/2732474520977482","url":null,"abstract":"Faith is central to the flourishing of so many children and adults with significant disabilities and their families. For congregations striving to be a place of inclusion and belonging for their entire community, the theological call to welcome people with disabilities can introduce a host of questions: What does it mean to be a community marked by belonging? What strategies and supports should we adopt to include people well? How can others assist us in this essential endeavor? This article presents a framework for reflecting on the practices and commitments of local congregations that contribute to belonging within a community of faith.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125322511","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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