Everybody belongs: incorporating disability studies into the classroom
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KeywordResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Students with disabilities
People with disabilities
Universal Design for Learning
MetadataShow full item record
AbstractA Disability Studies (DS) framework is often overlooked in general education, yet disabled people make up a large part of the population. As a result, students are often not informed about the importance of disability history, disability culture, and disability narratives. Therefore, it is imperative for DS to be taught in secondary education through a Disability Studies in Education (DSE) framework. Incorporating a DSE framework into a secondary classroom would not only teach students about empathy and allyship but also teaches students about our socio-cultural history and the diverse narratives prominent in our society. The goal of my research is to create an inclusive Disability Studies program that secondary teachers can seamlessly incorporate into their current curriculums. The program will provide a teacher’s guide with resources and background information about disabilities for teachers to follow, as well as multiple detailed lesson plans. The entire program will be fully accessible and model what an inclusive lesson plan should look like. As a whole, my program invites teachers and faculty to help create an inclusive environment for all students.
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Showing items related by title, author, creator and subject.
The Pitiful Bellringer: The Implications of Representations of Disability in Media & LiteratureGiblin, Thomas R.; Dolski, Elizabeth A.; The College at Brockport (2013-05-17)This project investigates how throughout history, those who were different or atypical were often relegated to a marginalized life; this perspective was indicative in literature of previous eras as well as in historical documentation. As indicated in this research, even though literature and media has moved away from personifying disability in an overwhelmingly negative light, it has consequently moved toward characterizing people with disabilities as the antihero worthy of pity. The unintentional, prejudicial view of people with disabilities in popular culture perpetuates the idea that disability is something that must be overcome. This disconnect hinders student awareness and acceptance, and therefore negates many positive attempts, and perhaps even inclusion measures, made by educational professionals. This project highlights a one-week unit plan that aims to empower students to counter the prevailing hegemony by encouraging students to reflect, explore, analyze, and discuss antiquated and modern depictions of disability in literature and media (including non-fiction sources). Throughout the suggested lesson plans, all of which are aligned with objectives and the common core standards, students will uncover a deeper understanding of the tragic view of disability and subsequently develop greater sensitivity regarding their own unintentional bias.
Faculty attitudes and knowledge regarding college students with disabilitiesSniatecki, Jessica; Perry, Holly; Snell, Linda; The College at Brockport (2015-10-01)The presence of students with disabilities (SWD) at colleges and universities in the United States has increased significantly in recent years, yet many of these students continue to encounter significant barriers that can have a profound impact on their college experience. Salient factors that contribute to the challenging climate for SWD include lack of faculty knowledge and awareness of the issues that face these students, as well as negative attitudes toward disability and the provision of accommodations. The current study examined faculty attitudes and knowledge regarding SWD via an online, anonymous survey (n = 123). Results suggest that although faculty have generally positive attitudes toward SWD, they are more likely to hold negative attitudes toward students with mental health disabilities and learning disabilities than toward students with physical disabilities. This study also identified several misconceptions and gaps in knowledge about offices of disability services and provision of accommodations that could negatively impact students. Faculty respondents also expressed strong interest in professional development opportunities related to SWD. Implications of these findings and future directions are also addressed.
Evidence-Based Best Practices in Physical Activity for Children with Serious Disabilities A Synthesis of the Research LiteraturePetersen, Susan C.; Miranda-Mercado, Roselym M.; The College at Brockport (2017-12-12)Serious disabilities are diagnosed in approximately 1 in 100 of children who have serious disabilities (Jasma, 1988). The development of the psychomotor domain in children with serious disabilities is typically below the development of their peers without special needs (Jasma, 1988). Generally, children with serious disabilities tend to be sedentary or lack opportunities to participate in physical activity compared with their peers without disabilities (Jasma, 1988). Traditional assessments such as TGMD-3 (Test of Gross Motor Development) or Brockport Physical Fitness Test, are not designed or do not have accommodations for children with serious disabilities (Grenier, & Miller, 2018). The purpose of this synthesis is to identify, based on research the best practices and programing recommendations in physical education for children with serious disabilities. In addition, facilitators and barriers to this process will be explored. The intent of this synthesis is to determine how to best increase physical activity performance in students with serious disabilities. The results of this synthesis indicated Aquatic environment is the most appropriate environment for physical activity for individuals with serious disabilities. Literature reveals that the main barriers are people’s perceptions of disability and level of support needed. Adequate professional preparation when working with and modifying activities for children with serious disabilities is extremely important for teachers and paraprofessionals.