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Graduate School of Education - 3038848482
Elizabeth B Kozleski
Stanford University, Graduate School of Education, Faculty Member
- Complex Systems Science, International Inclusive Education Teacher Education, Cultural Historical Activity Theory, Disability Studies, Culturally Responsive Teaching and Learning, Educational Equity and Justice, and 24 moreSpecial Education, Learning and Teaching, Social Justice, Teaching and Learning, Visual Communication, Quality of life, Disability, Transformation, Social Validity, Education, Bakhtin, Design Studio, Special Education Teacher Education, Inclusive education (Learning And Teaching), Inclusion, Special Education Needs and Inclusive Practice, Disability Studies in Education, Critical Disability Studies, Intersectionality and Social Inequality, Design-based research, Equity, Agency Theory, Educational Leadership, and Inclusive Educationedit
- I have been working to theorize and investigate systems change for equity and justice in inclusive education in class... moreI have been working to theorize and investigate systems change for equity and justice in inclusive education in classrooms, schools, school systems and with state education agencies. I continue to explore systems change in education, how teachers learn in practice in complex, diverse school settings, as well how educational practices improve student learning. Recognitions include the Budig Award for Teaching Excellence in Special Education at the University of Kansas, the Boeing-Allan Visiting Endowed Chair at Seattle University, the University of Kansas Woman of Distinction award, the Scholar of the Century award from the University of Northern Colorado, the TED-Merrill award for leadership in special education teacher education, and the UNESCO Chair in Inclusive International Research.
A number of my articles focus on the design and development of teacher education programs that involve extensive clinical practice in general education settings. I have led the development of such programs in three universities, and continue to do research and development work in teacher education. I have focused my work in teacher education and inclusive education on uncovering the intersectional nature of race, ability, language, gender, and sexuality and the ways in which educators and the systems that surround them perpetuate raced notions of what counts as learning, the design of curriculum, and the roles of teachers and learners in classrooms. Much of my work stems from an socio/cultural perspective on learning.
I serve on the Board of Editors for the book series Inclusive Education and Partnerships, an international book series produced by Deep University. My books include Ability, Equity, and Culture (with co-author Kathleen King Thorius) published by Teachers College Press in ‘14 and Equity on Five Continents (with Alfredo Artiles and Federico Waitoller) published in ‘11 by Harvard Education Press.
I received an undergraduate degree in early childhood education and a master's degree in special education from George Mason University and then worked as a public school, special education teacher for seven years. My dissertation at the University of Northern Colorado was chaired by Lee Swanson, now at the University of New Mexico.
I work with my colleagues at Stanford to continue to offer high quality doctoral and master's programs in special and inclusive education.edit
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access... more
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access to power, emancipation, and transformation are compromised by the historical and contemporary divisions of difference that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.
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The authors report on a youth agency study conducted in post-conflict school settings in Sri Lanka. In a three-month field-based, qualitative research study, youth collaborated with the first author to explain and expand on their... more
The authors report on a youth agency study conducted in post-conflict school settings in Sri Lanka. In a three-month field-based, qualitative research study, youth collaborated with the first author to explain and expand on their interviews. Their candor and concern for ensuring that the researcher understood the rationales behind their actions helped to reveal the agentic nature of their responses to situations at school. In doing so they helped the researcher understand how they mitigated their exposure to violent practices that were prevalent in their school settings. The findings point to the importance of recognizing and supporting youth agency as a crucial lever in advancing inclusive education.
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This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to... more
This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The
social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views on educator collaboration from teachers.
social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views on educator collaboration from teachers.
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The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in... more
The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study.
Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction,
and students in the “business-as-usual” control group received literacy instruction planned by
special education teachers to address the students’ individualized education program literacy
goals. Literacy assessments were conducted in five waves scheduled across the school year.
Results showed that students receiving ELSB instruction made greater gains in assessed literacy
skills than students in the control group. These findings provide evidence that students with
severe disabilities can benefit from comprehensive emergent literacy instruction when it is
implemented in general education settings
Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction,
and students in the “business-as-usual” control group received literacy instruction planned by
special education teachers to address the students’ individualized education program literacy
goals. Literacy assessments were conducted in five waves scheduled across the school year.
Results showed that students receiving ELSB instruction made greater gains in assessed literacy
skills than students in the control group. These findings provide evidence that students with
severe disabilities can benefit from comprehensive emergent literacy instruction when it is
implemented in general education settings
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Transforming schools requires educators who design learning with the diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and... more
Transforming schools requires educators who design learning with the diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and grow together. This inclusive vision must be grounded in education’s historical roots. Our research, practice, and policy communities must work in concert to achieve thriving, healthy communities for all.
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In this article, we argue that students, families, educators, administrators, and policymakers are in the eye of a storm ravaging the U.S. education system. The eye is defined by a growing commitment to top-down policies and practices... more
In this article, we argue that students, families, educators, administrators, and policymakers are in the eye of a storm ravaging the U.S. education system. The eye is defined by a growing commitment to top-down policies and practices that dismiss culture, history, and context and attempt to improve the education of all students with and without dis/abilities through standardizing the education process. In a rush to coordinate and align systems, communities, families, educators, and students are subjected to standard protocols that seek to govern and regulate the personal, relational process of learning. The need for formal education has never been greater; the question is to what end? Innovation comes not from standardizing what is to be known but from expanding how we question the tools we use for learning and the degree to which our learning communities honor diversity in thought, culture, and activity. Communities will thrive where their members have the capacity to learn collectively, synthesize information and resources, and produce knowledges to solve the great challenges of the 21st century. We propose educator learning that centers students’ needs and capacities and advance the notion of creating intersectional learning spaces that bring students, educators, and diverse communities together.
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This article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the... more
This article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the historical sedimentation of racism that exists within special education organizational policies and practices. This sedimentation affects current and future organizational features that sustain historical, persistent and pernicious racial and ableist structures, relationships and outcomes.
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In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for... more
In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawing on a number of social science and humanities disciplines to inform practice and ongoing inquiry in practice. Third, the critical shortage of research on the interaction between individual and collective educator identities and teacher learning must be addressed. The authors conclude with a call to regroup the preparation of all educators, including special educators, to become more explicit and present in discourse about ability, race, gender, sexuality, and other identity markers. Both discourse and curricula need to represent and educate our nation’s students about the rich tapestry of diversity that manifests in multiple forms of knowledge, social, political, and intellectual capital. The teacher workforce needs to be prepared and supported to do this work.
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The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals,... more
The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broad...
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Transforming schools requires educators who design learning with the diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and... more
Transforming schools requires educators who design learning with the
diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and grow together. This inclusive vision must be grounded in education’s historical roots. Our research, practice, and policy communities must work in concert to achieve thriving, healthy
communities for all.
diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and grow together. This inclusive vision must be grounded in education’s historical roots. Our research, practice, and policy communities must work in concert to achieve thriving, healthy
communities for all.
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Kurth, J. A., Morningstar, M. E., & Kozleski, E. (). Research & Practice for Persons with Severe Disabilities. 39(3) 227–239. The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S.... more
Kurth, J. A., Morningstar, M. E., & Kozleski, E. (). Research & Practice for Persons with Severe Disabilities. 39(3) 227–239.
The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (1) states do not set rigorous improvement goals to reduce restrictive placements; (2) that the percentage of students with disabilities (SWD) placed in restrictive placements have remained essentially unchanged over the past decade; and (3) that students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings. Factors that contribute to student placement in restrictive settings are discussed.
The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (1) states do not set rigorous improvement goals to reduce restrictive placements; (2) that the percentage of students with disabilities (SWD) placed in restrictive placements have remained essentially unchanged over the past decade; and (3) that students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings. Factors that contribute to student placement in restrictive settings are discussed.
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The bulk of the literature on inclusive education heralds the benefits and promises of meaningful participation in educational systems. However, despite such promises, this scholarship fails to address underlying social and historical... more
The bulk of the literature on inclusive education heralds the benefits and promises of meaningful participation in educational systems. However, despite such promises, this scholarship fails to address underlying social and historical issues of power. In this article we examine three issues that disrupt inclusion’s allure. First, we acknowledge the paradox of a call for inclusion within a deeply stratified society that has historically marginalized distinct communities; failure to recognize the longstanding stratification of US society heightens the risk of making inclusive education complicit in the historical project of assimilating the oppressed into a stratified society. We then examine the role of power indexed in the historical conflation of race and ability differences and how these socially constructed differences are situated within the body. Inclusive education cannot afford to continue ignoring the intersection of these difference markers because it fragments the experiences of students in contemporary US society, and misses the opportunity to disrupt one of the ways in which racialized bodies are regulated in the nation’s schools. The third issue focuses on the apparent erosion of the scholarly and policy communities’ attention to inclusive education as reflected in the decreasing use of this construct in the research literature, funding priorities, and legislative records. We argue that the identified weaknesses of inclusive education warrant the nurturing of a reflexive stance in this field to engage systematically with the role of power in structuring educational opportunities and advance the social reconstructionist project promised by inclusive education.
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There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers’ and students’ learning. Yet, the complexities of collaborating across institutions and professions as well as the... more
There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers’ and students’ learning. Yet, the complexities of collaborating across institutions and professions as well as the identity work that goes with it has been under theorized in inclusive education partnerships. Drawing from Cultural Historical Activity Theory (CHAT) and the literature on boundary practices, this paper advances theoretical tools to examine and further understand the work of inclusive education partnerships. We conceptualize partnerships as a fertile ground for learning and identity development as professionals work across institutional boundaries and face tensions and contradictions created by the overlap of different communities of practice and their respective policies and mediating tools. We illustrate theory with examples from our own work in a professional learning school for inclusive education and provide recommendations for teacher learning in teacher education programs.
Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and... more
Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and negotiation. Drawing from Cultural Historical Activity Theory (CHAT), we examined one school/university partnership to identify potential barriers to the close relationships that shared responsibility demands. We illustrate these barriers from the point of view of university-based site faculty, recognizing that a full understanding requires multiple perspectives. However, our study offers useful insights about the work and tensions that merge for individuals who serve in boundary crossing roles when two communities with different core missions engage in a common activity intended to produce mutual benefits. We offer some recommendations to anticipate and reduce barriers to active, engaged school/university partnerships.
This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional... more
This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers’ classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our reco...
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We examined how an inquiry group composed of a university professor, three doctoral students, and a grade level team of seventh and eighth grade teachers negotiated their collaborative work. This effort resulted in the development of a... more
We examined how an inquiry group composed of a university professor, three doctoral students, and a grade level team of seventh and eighth grade teachers negotiated their collaborative work. This effort resulted in the development of a two-week unit that tapped into students’ out-of-school knowledge. Our research question asked how learning occurs within a boundary practice formed by university and middle school participants. We used analytical tools from grounded theory to analyze videos of meetings between university and school personnel, field notes, and meeting artifacts. Participants engaged in a dance in which boundaries among institutions and professions were sustained and challenged. The inquiry project became an open ended learning zone in which all participants sought and gave support in joint action, expanding the mutual understandings of the object of their work. We recommend developing relational agency (Edwards, 2007) to engage in inquiry projects for inclusive education.
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This paper examines how inclusive education reform is appropriated when New Capitalism dominates the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for... more
This paper examines how inclusive education reform is appropriated when New Capitalism dominates the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, transcripts from entry and exit interviews, field observations gathered by site professors, videos of teachers’ classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation.
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We examined how an inquiry group composed of a university professor, 3 doctoral students, and a grade-level team of 7th- and 8th-grade teachers negotiated their collaborative work. This effort resulted in the development of a 2-week unit... more
We examined how an inquiry group composed of a university professor, 3 doctoral students, and a grade-level team of 7th- and 8th-grade teachers negotiated their collaborative work. This effort resulted in the development of a 2-week unit that tapped into students’ out-of-school knowledge. Our research question asked how learning occurs within a boundary practice formed by university and middle school participants. We used analytical tools from Grounded Theory to analyze videos of meetings between university and school personnel, field notes, and meeting artifacts. Participants engaged in a dance in which boundaries among institutions and professions were sustained and challenged. The inquiry project became an open-ended learning zone in which all participants sought and gave support in joint action, expanding the mutual understandings of the object of their work. We recommend developing relational agency (Edwards, 2007) to engage in inquiry projects for inclusive education.
Research Interests: Special Education, Teacher Education, Cultural Historical Activity Theory, Inclusive Education, Special Educational Needs, and 5 moreTeacher Development, Teacher Learning, Special Education Needs and Inclusive Practice, Special educational needs and inclusive education children with emmotional and behavioural problems, and Cultural Historical Activity Theory Research
ED460172 - On...Transformed, Inclusive Schools: A Framework To Guide Fundamental Change in Urban Schools.
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Artiles, A., Kozleski, E. B., & Gonzalez, T. (2011). Beyond the allure of inclusive education in the United States: Facing difficult questions, tracing enduring challenges. Revista Teias. 12, 24, 285-308. Retrieved from the web: http://www.periodicos.proped.pro.br/index.php?journal=revistateias&p..
The bulk of the literature on inclusive education heralds the benefits and promises of meaningful participation in educational systems. However, despite such promises, this scholarship fails to address underlying social and historical... more
The bulk of the literature on inclusive education heralds the benefits and promises of meaningful participation in educational systems. However, despite such promises, this scholarship fails to address underlying social and historical issues of power. In this article we examine three issues that disrupt inclusion’s allure. First, we acknowledge the paradox of a call for inclusion within a deeply stratified society that has historically marginalized distinct communities; failure to recognize the longstanding stratification of US society heightens the risk of making inclusive education complicit in the historical project of assimilating the oppressed into a stratified society. We then examine the role of power indexed in the historical conflation of race and ability differences and how these socially constructed differences are situated within the body. Inclusive education cannot afford to continue ignoring the intersection of these difference markers because it fragments the experien...
The inclusive schools movement has persisted over at least the last 20 years in pockets across the United States. It has gained strength internationally and is now one of the United Nations Educational, Scientific and Cultural... more
The inclusive schools movement has persisted over at least the last 20 years in pockets across the United States. It has gained strength internationally and is now one of the United Nations Educational, Scientific and Cultural Organization's (UNESCO's) Education for All flagships. In Kugelmass's book, as with much of the current literature on inclusive schools, the definition of inclusiveness has been expanded from its roots in the disability movement. Inclusive schools have come to signify an approach to education where students are ...
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Page 1. EXCEPTIONALITY, 4(3), 193-197 Copyright o 1993, Lawrence Erlbaum Associates, Inc. Reflections on "Taylor's Story: Full Inclusion in Her Neighborhood Elementary School" Elizabeth B. Kozleski University of... more
Page 1. EXCEPTIONALITY, 4(3), 193-197 Copyright o 1993, Lawrence Erlbaum Associates, Inc. Reflections on "Taylor's Story: Full Inclusion in Her Neighborhood Elementary School" Elizabeth B. Kozleski University of Colorado at Denver ...
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Page 1. http://tes.sagepub.com Exceptional Children Education Division of the Council for Teacher Education: The Journal of the Teacher Education and Special DOI: 10.1177/088840649301600104 1993; 16; 14 Council for ...
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ABSTRACT This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning... more
ABSTRACT This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.
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Abstract Complex, inter-institutional collaboration requires upper-level administrative support. Furthermore, it is assumed that the institutions' leaders have a common understanding of what might be accomplished together that cannot... more
Abstract Complex, inter-institutional collaboration requires upper-level administrative support. Furthermore, it is assumed that the institutions' leaders have a common understanding of what might be accomplished together that cannot otherwise be accomplished.
Page 1. http://isc.sagepub.com Intervention in School and Clinic DOI: 10.1177/ 105345129803300409 1998; 33; 253 Intervention in School and Clinic Elizabeth B. Kozleski and Mark Goor Inservice Training Day http://isc.sagepub ...
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ED432034 - The Educational Renewal Agenda: A Synthesis of Our Evaluation Findings.
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In this article, we describe a model of teacher learning that is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalization.... more
In this article, we describe a model of teacher learning that is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalization. Beginning with an exploration of self and the lenses that teachers use to understand, assess, and predict the performance of their students, apprentice teachers explore their practice from cultural perspectives. An intense focus on learning after the grounding in identity and culture braids psychological and social cultural perspectives to deepen teachers’ understanding of the learning process. The apprenticeship experience culminates in a final theme around assessment. To summarize, this teacher learning model is organized to prepare teachers who design learning environments that respond to the cultural histories, intellectual experiences and psychological characteristics of each learner.
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ABSTRACT This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning... more
ABSTRACT This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.
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This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The... more
This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation. (Contains 1 table and 2 notes.)
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EJ674672 - To Ensure the Learning of Every Child with a Disability.
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Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191-1589; (Stock No. P5419, bundle of 10, $2.50). Tel: 888 232-7733 (Toll Free); Tel: 703-264-9446 (TTY); e-mail: service@cec.sped.org; For full text:... more
Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191-1589; (Stock No. P5419, bundle of 10, $2.50). Tel: 888 232-7733 (Toll Free); Tel: 703-264-9446 (TTY); e-mail: service@cec.sped.org; For full text: http://www.cec.sped.org. ... Help ERIC expand online ...
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We review the Parents Involved in Community Schools v. Seattle School District No. 1. Supreme Court decision. This 5:4 decision represents a divisive political and judicial climate in which race is at the forefront. Although Brown... more
We review the Parents Involved in Community Schools v. Seattle School District No. 1. Supreme Court decision. This 5:4 decision represents a divisive political and judicial climate in which race is at the forefront. Although Brown intended to ensure equal educational opportunities through desegregation practices, its implementation by local school districts to create racial balance created microclimates for continued minoritization. The Parents Involved decision is an example and its impact on IDEA suggests that there is seepage between limits on Brown and increasing disproportionality. We argue that attempts to enforce Brown since the advent of IDEA have paralleled increasing disproportionality in special education referral, identification, and placement. In this paper, we explore the ways in which local school and housing policies, bolstered by the current Supreme Court, collude with cultural practice to maintain a social and political order that continues to disadvantage students who belong to a number of minoritized groups including race, ethnicity, immigrant status, and language, often cloaked as a response to disability.
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EXECUTIVE SUMMARY Purpose. The purpose of the State Profile Series is to explore different state contexts through particular attention to educational data, policy, and practice in order to understand what the convergence of the elements... more
EXECUTIVE SUMMARY Purpose. The purpose of the State Profile Series is to explore different state contexts through particular attention to educational data, policy, and practice in order to understand what the convergence of the elements reveals about the development of culturally responsive, equitable educational systems.
cultural nature of education has gained greater attention, especially after immense demographic changes in US schools, where cultural, linguistic, and ability differences create barriers as grounds for different rights, privileges, and... more
cultural nature of education has gained greater attention, especially after immense demographic changes in US schools, where cultural, linguistic, and ability differences create barriers as grounds for different rights, privileges, and outcomes. Children and youth bring complex sets of abilities and experiences that may or may not fit the expectations and dispositions they encounter in school.
In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students' cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students... more
In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students' cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow.
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The enduring existence of disproportionate representation of students from non-dominant cultural and linguistic background in special education programs creates a systemic contradiction for educators, educational leaders, and families. We... more
The enduring existence of disproportionate representation of students from non-dominant cultural and linguistic background in special education programs creates a systemic contradiction for educators, educational leaders, and families. We studied the implementation of a systemic transformation methodology, Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) Learning Lab, to address the disproportionate representation of students from non-dominant background in the identification of behavioral disorders and in office discipline referrals. CRPBIS aims to increase equity within the local adaptation of PBIS by opening up decision-making and problem solving processes with a critical collaboration of local stakeholders -educators, educational leaders, families, community members- and a researcher team. Designed to increase collaboration and critical dialogue between families and educators, CRPBIS offers the possibility of contextually fit and sustainable local implementations of PBIS to address disproportionality and improve social and behavioral outcomes for all students.
Keywords: special education disproportionality, Activity Theory, formative intervention, systemic transformation, learning lab
Keywords: special education disproportionality, Activity Theory, formative intervention, systemic transformation, learning lab
Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the... more
Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences, and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners' ...
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Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain and expect culturally competent practice. Culturally responsive systems require the... more
Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners’ understandings about their own roles in renewing and reforming school and classroom cultures and practices. The authors examine current trends in professional development for culturally responsive practices and suggest a systems model for creating the discourse between practitioners necessary for improving culturally responsive practices.
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This chapter presents a historical overview of the inclusive education movement as a context for emerging trends and future directions in the education of students with high incidence disabilities in effective inclusive schools.
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Page 1. School Leadership & Management, Vol. 23, No. 3, pp. 357378, August 2003 Examining Renewal in an Urban High School through the Lens of Systemic Change Nancy SHANKLIN, Elizabeth B. KOZLESKI, Chris MEAGHER ...
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Abstract Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress,... more
Abstract Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.
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Abstract: In spite of the best efforts of educational policy analysts, local, state and federal legislation, researchers, and practitioners, the results of public schooling in the US remains unsatisfactory on a variety of counts. This... more
Abstract: In spite of the best efforts of educational policy analysts, local, state and federal legislation, researchers, and practitioners, the results of public schooling in the US remains unsatisfactory on a variety of counts. This remains true particularly in our largest and most complex school systems. The limited impact of much school reform has led to a more systemic approach to educational reform. A systems perspective examines the whole organization and the interrelationships between its component parts. The systems ...
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Research Interests: Sociology, Teacher Education, Organizational Culture, Inclusion, Pedagogy, and 11 moreQualitative Research, Inclusive Education, Critical Reflection, Interviews, Teacher Learning, Teacher collaboration, Teacher Preparation, Context Effect, Teacher Practice, Educational Theories, and Culture and Management Practices
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An expectant time delay strategy for teaching two students with physical and cognitive disabili-ties to initiate requests for high interest items was investigated. A three-choice communication board that displayed Polaroid photographs of... more
An expectant time delay strategy for teaching two students with physical and cognitive disabili-ties to initiate requests for high interest items was investigated. A three-choice communication board that displayed Polaroid photographs of high interest objects was built for each ...
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Using data from an individually administered interview schedule, the Consumer Satisfaction Inventory (CSI), interinterviewer reliability was estimated with several different approaches: simple percentages of agreement, kappa and weighted... more
Using data from an individually administered interview schedule, the Consumer Satisfaction Inventory (CSI), interinterviewer reliability was estimated with several different approaches: simple percentages of agreement, kappa and weighted kappa, Pearson correlations, t tests on interviewers' means, and generalizability (G) theory techniques. The reliability estimates varied, sometimes widely. Differences and similarities among the approaches are discussed, and some suggestions are given to aid researchers in choosing estimation techniques for particular situation.
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During this 3-year field study, we examined the experiences of educators and children as they participated in the full educational inclusion of one child with severe disabilities. Data from interviews, sociometric measures, videotapes,... more
During this 3-year field study, we examined the experiences of educators and children as they participated in the full educational inclusion of one child with severe disabilities. Data from interviews, sociometric measures, videotapes, and field notes were used to present the perspectives of administrators, general and special educators, students, and Taylor's parents. Benefits to Taylor and her classmates are discussed as well as recommendations for support of schools beginning full inclusion efforts.
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In this article, we describe a special education personnel preparation program designed to prepare special educators to meet the increased demand for urban special educators. The urban school environment demands special educators who are... more
In this article, we describe a special education personnel preparation program designed to prepare special educators to meet the increased demand for urban special educators. The urban school environment demands special educators who are prepared to teach students not only with diverse linguistic, ethnic, and cultural backgrounds, but students for whom poverty, disease, and transience are major elements of their life style. The program was designed to provide immersion in urban schools while learning the instructional and collaborative skills needed to thrive in an environment that few of the graduate students had been exposed to. In addition to its focus on urban education issues, the sequence of the internship was unusual in that interns completed their internship during the initial rather than final year of the program. Through an analysis of interviews with graduate students and mentor teachers from all three years of this project, we provide a discussion of the expanded role and responsibilities of special educators in urban settings and the effectiveness of an immersion year on special educators.
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Research Interests: Psychology, Computer Science, Special Education, Language Acquisition, Autism, and 12 moreCognition, Autism Spectrum Disorders, Visual Communication, Inclusive Education, Augmentative and Alternative Communication, Communication Skills, Orthography, Teaching Methods, Iconicity, Exceptionality, Visual stimuli, and Autism Spectrum Treatment
Research Interests: Sociology, Psychology, Complex Systems Science, Special Education, Disability Studies, and 13 moreNarrative, Urban Education, Politics, Cultural Historical Activity Theory, Inclusive Education, Equity, Culturally Responsive Teaching and Learning, Disabilities, School Reform, Educational Equity, Education Systems, Mainstream, and Equity Law
Page 1. Exceptional (.99.) 2:223-229 EXCEPTIONALITY © 1991 Springer-Verlag New York Inc. Reflections Reflections on "Visual Symbol Acquisition by Students with Autism" Elizabeth B. Kozleski Division of Educational... more
Page 1. Exceptional (.99.) 2:223-229 EXCEPTIONALITY © 1991 Springer-Verlag New York Inc. Reflections Reflections on "Visual Symbol Acquisition by Students with Autism" Elizabeth B. Kozleski Division of Educational Psychology ...
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Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the... more
Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences, and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners' understandings about their own roles in renewing and reforming school and classroom cultures and practices. The authors examine current trends in professional development for culturally responsive practices and suggest a systems model for creating the discourse between practitioners necessary for improving culturally responsive practices.
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This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access... more
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access to power, emancipation, and transformation are compromised by the historical and contemporary divisions of difference that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.
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Students in our urban schools continue to experience marginalization because of the various factors associated with race, gender, sexual orientation, linguistic backgrounds, and ability. This often results in troublesome inequities in our... more
Students in our urban schools continue to experience marginalization because of the various factors associated with race, gender, sexual orientation, linguistic backgrounds, and ability. This often results in troublesome inequities in our urban schools, such as racially segregated student placements and an overrepresentation of students of color in the special education setting. Kozleski and Thorius, the editors of Ability, Equity, and Culture: Sustaining Inclusive Urban Educational Reform, address these problematic issues and argue for an inclusive and culturally responsive reform that counters historically exclusive systems. This book helps empower educational practitioners to take an active role in urban education reform through actions such as reflective teaching
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Research Interests: Psychology, Special Education, Disability Studies, Critical Disability Studies, Documentation, and 15 moreMathematics Education, Incidence Geometry, Disability Theory, Inclusive Education, Disability Studies in Education, Special Educational Needs, Intellectual Disability, Learning Disabilities, Disability, Classification, Incidence, Significant intellectual disabilities, Clinical Sciences, Disability in LRE, and Least Restrictive Environment
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access... more
This article connects the pillars of the Americans with Disabilities Act (ADA) to the complexities of living and dying in the United States. Our argument navigates among the emancipatory intent of ADA and the lives of people whose access to power, emancipation, and transformation are compromised by the historical and contemporary divisions of difference
that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.
that infuse everyday life. The gaps between the possibilities of public policy, missed opportunities, and current realities create a significant, lasting impact on generations of Americans. While we acknowledge the landmark significance of ADA, we also press the imperative to expand and strengthen its impact. This article is framed in intersectionality, the politics of difference, and the potential of social policy.
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Contents: Shirley R. Steinberg: Preface. What is critical about qualitative research? - Phil Francis Carspecken: Basic Concepts in Critical Methodological Theory: Action, Structure and System within a Communicative Pragmatics Framework -... more
Contents: Shirley R. Steinberg: Preface. What is critical about qualitative research? - Phil Francis Carspecken: Basic Concepts in Critical Methodological Theory: Action, Structure and System within a Communicative Pragmatics Framework - Donald Easton-Brooks: The Conceptual Context of Knowledge - Mirka Koro-Ljungberg: Methodology is Movement is Methodology - Carolyn M. Shields: Critical Advocacy Research: An Approach Whose Time has Come - Margaret Somerville: The Critical Power of Place - Madeline Fox/Michelle Fine: Circulating Critical Research: Reflections on Performance and Moving Inquiry into Action - P. L. Thomas/Renita Schmidt: All That Jazz: Doing and Writing CQR in a Material World - Gaile S. Cannella/Yvonna S. Lincoln: Deploying Qualitative Methods for Critical Social Purposes - Joe L. Kincheloe/Peter McLaren/Shirley R. Steinberg: Critical Theory, Critical Pedagogy, and Qualitative Research - Kenneth Tobin: Interpretive Approaches to Multi-Level, Multi-Method, Multi-Theoret...
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The inclusive schools movement is a cornerstone of contempo-rary education reform. The basic premise of inclusive school com-munities is that schools are about belonging, nurturing, and educat-ing all children and youth, regard-less of... more
The inclusive schools movement is a cornerstone of contempo-rary education reform. The basic premise of inclusive school com-munities is that schools are about belonging, nurturing, and educat-ing all children and youth, regard-less of their differences in culture, gender, language, ability, class, and ethnicity (Ferguson, Kozleski,
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Please share your stories about how Open Access to this article benefits you. This is the author’s accepted manuscript, post peer-review. Kozleski, E. B. & Goor, M. (1998). Inservice training day: It’s not an us and them thing.... more
Please share your stories about how Open Access to this article benefits you. This is the author’s accepted manuscript, post peer-review. Kozleski, E. B. & Goor, M. (1998). Inservice training day: It’s not an us and them thing. Intervention, 33, 253-255.
This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to... more
This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views o...
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This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done... more
This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. To bridge the gap between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the needs of their population.
Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University’s School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.
Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion
Audience: School leaders, policymakers, researchers, and advocates; courses in educational change, school reform, educational policy, special education, inclusive education, politics of education, urban education.
Disability, Equity, and Culture Series
Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University’s School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.
Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion
Audience: School leaders, policymakers, researchers, and advocates; courses in educational change, school reform, educational policy, special education, inclusive education, politics of education, urban education.
Disability, Equity, and Culture Series