When Special Education and Disability Studies Intertwine: Addressing Educational Inequities Through Processes and Programming

The inception of the Education for All Handicapped Children Act (EAHCA) in 1975 provided hope and the opportunity for equitable educational experiences for individuals with disabilities. Forty-five years later, the United States remains in a deficit-driven, medical model educational system with deeply rooted inequities continuing to segregate students because of their disability. A disability studies in education framework allows for complex components of teaching and programming for students with disabilities to be explored in a practical way that promotes inclusive education for all students. Examining special education practices through a social model of disability with a focus on ability and access can eliminate the existing narrative. When impairment is viewed as a difference rather than a deficit, it compels educators to consider alternatives to pedagogy and programming. More importantly, it allows educators to focus more on access to curricula and less on students overcoming their disability. This manuscript examines how educational leaders can shape school culture, guide special education processes, and influence educators in their teaching practices, with a disability studies in education framework to address the educational injustices students with disabilities continue to face in our educational system

The Voices of Typers: Examining the Educational Experiences of Individuals Who Use Facilitated Communication

As the number of students with autism grows, professionals must find ways to understand how to best educate this student population. Although current research addresses teaching students with autism, studies on educating autistic students with limited or unreliable verbal speech is nominal. In this qualitative study, interviews with eight autistics who type using the method facilitated communication are analyzed in relation to their educational experiences. The study resulted in a number of key findings that play significant roles in the participants\u27 educational experiences, including (a) the notion of disability hierarchy and the presumption of competence, (b) the importance of building relationships and the perceptions of friendship, (c) developing a sensory friendly environment, and (d) understanding behavior and body movement. Results suggest that the educational needs of these students must be reexamined. Teachers must establish a deeper understanding of the disability and develop innovative practices to best meet the needs of autistic students with limited or unreliable verbal speech in their classrooms

Increasing Inclusive Education Through a Learning Center Model: A California Approach

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with the American federal mandate. Findings suggest that the deep structure of educational practices complicated the ease of a change in practices for both general and special educators. However, the community approach of the learning center model, where all teachers assume the educational responsibilities for all students, forced these educators to be flexible, reexamine structures and practices, and challenge the ethos of traditional schooling

A Study of the Impact of Disability Studies on the Perceptions of Education Professionals

Scholars in the field of Disability Studies (DS) have asserted that introducing future and current educators to the field of DS may impact their perceptions of disability and their practices in supporting students with disabilities. However, little empirical research exists on how introduction to DS actually shifts their perspectives. This study examined the impact of Disability Studies online modules on the perceptions of education professionals. Results of this study suggested that participating in online modules and learning about Disability Studies did impact the ways in which some participants viewed disability, as well as their views on supporting students. These findings suggest that online DS learning modules could be a powerful tool in preparing education professionals to work with students with disabilities

The Importance of Inclusive Spaces in Social Skills Development: Drawing on the LGBTQ Educational and Disability Studies in Education Frameworks

This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who had an inclusive education from preschool through college graduation, and whose experience with participation in a social club, described as an acceptance coalition for the LGBTQ community, can influence the way in which educators provide support for building relationships with peers beginning in the elementary school setting

Examining California’s Title 22 Community Care Licensing Regulations: The Impact on Inclusive Preschool Settings

Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education’s Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California’s educational leaders should consider these results to provide opportunities for preschool children with disabilities to be in general education environments

Reading ebooks and printed books with parents: A case study of children with autism spectrum disorders

Background and aims Ebooks have become a ubiquitous presence in many classrooms today. Yet, empirical evidence on literacy development has not been well produced, especially for children with autism spectrum disorder (ASD). This mixed-method case study aimed to explore how four children with ASD interact with ebooks and printed books with parents at home. Methods Four children (age 5–7 years) with ASD and their parents read one animated ebook and another printed book over four separate sessions. Parents also explained preselected word meanings to their children. In this mixed-method case study, we examined multiple quantitative and qualitative sources of evidence related to reading with parents at home. Results Quantitatively, all four children with ASD learned more word meanings from ebook than from the printed book, and three demonstrated a higher engagement with ebook than the printed book reading. Qualitatively, the majority of parents felt their children's engagement was higher with ebook than with printed book. Children with ASD tend to have tactile-related experiences while reading the printed book and auditory-related experiences during the ebook reading. Qualitative data also demonstrated a particular feature reported to be beneficial in previous research could be distracting for some children with ASD. Implications When parents are trained to explain critical word meanings to their children, animated ebooks can effectively improve the meaning-making skills of children with ASD. Findings also highlight the importance of individualized attention when choosing and using ebooks for children with ASD

Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California

Early childhood special educators in the United States must familiarize themselves with the importance of inclusive practices and how to successfully implement these practices to support young students with disabilities in the least restrictive environment. Depending on the credentialing program special educators in the United States complete, their understanding and training in inclusive education can vary greatly. The purpose of this study was to address the need for training in inclusion by creating an Office of Special Education Program (OSEP) grant-funded inclusive education course for preservice early childhood special educators at one university in California and then to examine how the inclusion course changed early childhood special education teacher candidates’ knowledge and beliefs of inclusion. Over 4 years, 97 early childhood special education preservice teachers participated in pre- and postcourse surveys, which determined their perceptions, understanding, and practical skills of inclusive education increased, demonstrating course effectiveness

Smart phones permitted: How teachers use text messaging to collaborate

Abstract The use of smart phones by teachers in K-12 education has been contentious.Although teachers are often instructed to put their phones away during instruction,teachers and students can benefit in many ways from using smart phones in theclassroom. The use of information systems such as a smart phone can supportknowledge sharing and collaboration opportunities not otherwise available. Forexample, teachers may use smart phones to collaborate with other teachers, paraprofessionals,related service providers, and parents when face-to-face time is notavailable. This exploratory pilot study included semi-structured interviews of fiveteachers at an inclusive school to investigate how smart phones were used tocollaborate. Results suggest that teachers used text messaging on a regular basis towork together to make modifications, communicate about student behavior, sharestudent work, and to review student progress regarding goals.12 Halama

The impact of Disability Studies curriculum on education professionals' perspectives and practice: Implications for education, social justice, and social change

As a field, Disability Studies has gained ground in the past few decades by highlighting alternative ways of thinking about disability as a social, cultural, and political phenomenon. As more education professionals pursue advanced degrees with a Disability Studies framework, there is a need to understand how, if at all, Disability Studies influences their perspectives and practices. This study employed semi-structured interviews with nine doctoral students enrolled in a Doctorate of Philosophy in Education program that used the framework of Disability Studies, who are also practicing education professionals, to explore how gaining knowledge about Disability Studies impacted their daily work in the field of education. Through their experiences, they indicated that Disability Studies has transformed their conceptualization of disability, their practices, and themselves