Teachers College Record: The Voice of Scholarship in Education
Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic... more Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic intensified educational inequities for students with disabilities, a historically marginalized population in terms of access to quality instruction. Caregivers assumed an integral role in access to education during distance learning, making it critical for school teams to understand caregiver experiences and priorities. The purpose of this study was to explore the experiences, needs, and desires of caregivers of students with extensive support needs (ESN; i.e., intellectual disability, autism, or multiple disabilities) related to distance learning in order to support educators in program design during the COVID-19 pandemic and beyond through the following research question: In what ways has mandated distance learning during the COVID-19 pandemic maintained and/or transformed education for students with ESN and their families? Methods: We combine qualitative (interview) and quantitative ...
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/, 2019
In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves a... more In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership contributes to qualities of professional capital. Further, teachers described ways in which reciprocity, parity, and trust with university partners impacted their role in the PDS relationship.
Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance le... more 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.
International Perspectives on Inclusive Education, 2021
For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to pur... more For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.
Http Dx Doi Org 10 1080 14748460 2011 550435, Mar 1, 2011
This study used a semi-structured interview tool with elementary students in an inclusive charter... more This study used a semi-structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that would lead to more participation in decision-making. Compiled data from the interviews were shared with teachers who were then interviewed about their analysis and use of the data for making improvements to their classroom environment and approach to pedagogy. Teacher responses were analysed for trends and actions taken following the feedback. Teachers concluded that the data were helpful and committed to use the tool regularly in the future to foster ongoing conversations with their students. They used the information from their students to make changes in the classroom climate, in their own teaching practices, and in the content of what they were teaching. Implications for expanding upon the use of the tool in the future to promote greater dialogue between teachers and students are discussed.
International Electronic Journal of Elementary Education, 2020
Although intellectual disability is a culturally defined and often fluid concept, individuals wit... more Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for “all” students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue the use and expansion of alternate curricula is an international trend with troubling short- and long-term consequences for students. In Sweden, a national alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievement standards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignment to general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities, approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.
In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves
a... more In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership contributes to qualities of professional capital. Further, teachers described ways in which reciprocity, parity, and trust with university partners impacted their role in the PDS relationship.
This study used a semi‐structured interview tool with elementary students in an inclusive charter... more This study used a semi‐structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that would lead to more participation in decision‐making. Compiled data from the interviews were shared with teachers who were then interviewed about their analysis and use of the data for making improvements to their classroom environment and approach to pedagogy. Teacher responses were analysed for trends and actions taken following the feedback. Teachers concluded that the data were helpful and committed to use the tool regularly in the future to foster ongoing conversations with their students. They used the information from their students to make changes in the classroom climate, in their own teaching practices, and in the content of what they were teaching. Implications for expanding upon the use of the tool in the future to promote greater dialogue between teachers and students are discussed.
Teachers College Record: The Voice of Scholarship in Education
Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic... more Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic intensified educational inequities for students with disabilities, a historically marginalized population in terms of access to quality instruction. Caregivers assumed an integral role in access to education during distance learning, making it critical for school teams to understand caregiver experiences and priorities. The purpose of this study was to explore the experiences, needs, and desires of caregivers of students with extensive support needs (ESN; i.e., intellectual disability, autism, or multiple disabilities) related to distance learning in order to support educators in program design during the COVID-19 pandemic and beyond through the following research question: In what ways has mandated distance learning during the COVID-19 pandemic maintained and/or transformed education for students with ESN and their families? Methods: We combine qualitative (interview) and quantitative ...
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/, 2019
In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves a... more In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership contributes to qualities of professional capital. Further, teachers described ways in which reciprocity, parity, and trust with university partners impacted their role in the PDS relationship.
Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance le... more 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.
International Perspectives on Inclusive Education, 2021
For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to pur... more For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.
Http Dx Doi Org 10 1080 14748460 2011 550435, Mar 1, 2011
This study used a semi-structured interview tool with elementary students in an inclusive charter... more This study used a semi-structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that would lead to more participation in decision-making. Compiled data from the interviews were shared with teachers who were then interviewed about their analysis and use of the data for making improvements to their classroom environment and approach to pedagogy. Teacher responses were analysed for trends and actions taken following the feedback. Teachers concluded that the data were helpful and committed to use the tool regularly in the future to foster ongoing conversations with their students. They used the information from their students to make changes in the classroom climate, in their own teaching practices, and in the content of what they were teaching. Implications for expanding upon the use of the tool in the future to promote greater dialogue between teachers and students are discussed.
International Electronic Journal of Elementary Education, 2020
Although intellectual disability is a culturally defined and often fluid concept, individuals wit... more Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for “all” students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue the use and expansion of alternate curricula is an international trend with troubling short- and long-term consequences for students. In Sweden, a national alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievement standards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignment to general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities, approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.
In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves
a... more In this study, a PDS partnership is examined using the lens of professional capital (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership contributes to qualities of professional capital. Further, teachers described ways in which reciprocity, parity, and trust with university partners impacted their role in the PDS relationship.
This study used a semi‐structured interview tool with elementary students in an inclusive charter... more This study used a semi‐structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that would lead to more participation in decision‐making. Compiled data from the interviews were shared with teachers who were then interviewed about their analysis and use of the data for making improvements to their classroom environment and approach to pedagogy. Teacher responses were analysed for trends and actions taken following the feedback. Teachers concluded that the data were helpful and committed to use the tool regularly in the future to foster ongoing conversations with their students. They used the information from their students to make changes in the classroom climate, in their own teaching practices, and in the content of what they were teaching. Implications for expanding upon the use of the tool in the future to promote greater dialogue between teachers and students are discussed.
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Papers by Amy Hanreddy
and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8.
Findings suggest that teachers were less likely than university faculty to indicate that the partnership
contributes to qualities of professional capital. Further, teachers described ways in which reciprocity,
parity, and trust with university partners impacted their role in the PDS relationship.
Books by Amy Hanreddy
and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8.
Findings suggest that teachers were less likely than university faculty to indicate that the partnership
contributes to qualities of professional capital. Further, teachers described ways in which reciprocity,
parity, and trust with university partners impacted their role in the PDS relationship.