Academic literature on the topic 'Students with social disabilities – Education – United States'
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Journal articles on the topic "Students with social disabilities – Education – United States"
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Wyche Okpareke, Alicia, and Christine L. Salisbury. "Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities." Journal of Education and Learning 7, no. 2 (December 21, 2017): 126. http://dx.doi.org/10.5539/jel.v7n2p126.
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This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students’ attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.
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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (April 2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.
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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.
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Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (January 1, 2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.
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The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.
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Cargiulo, Morgan, and Meghan Blaskowitz. "Training Peer Mentors to Support Students With Intellectual Disability in Higher Education." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610505064p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po64.
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Abstract Date Presented 04/01/2022 Peer mentors play a pivotal role in supporting students with intellectual and development disabilities (IDD) in their academic and social success in inclusive postsecondary education (IPSE) college programs. As IPSE programs grow across the United States, peer mentors require training to best support students with IDD in their academic and social pursuits on campus. This poster presents the role of OT in training peer mentors to effectively support IPSE students. Primary Author and Speaker: Morgan Cargiulo Additional Authors and Speakers: Meghan Blaskowitz
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.
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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (January 5, 2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.
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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This paper uses critical analysis of current and historical school-based sexuality education methods and curricula used in the USA. Authors use both academic journals and their own expertise/experience teaching sexuality education in the USA to analyze and critique the sources of sexuality education information and curricula used in schools. Findings – Historically, sexuality education in school settings in the USA has been biased and has generally not offered an educational experience fostering sexual health for all students. There are now welcome signs of reform and movement toward a more inclusive and progressive approach, but there is still some way to go. Sexuality education programs in schools need to be further and fundamentally reformed to do more to foster sexual health particularly for LGBTQ individuals, students of color, and people with disabilities. Practical implications – This paper offers sexuality educators ways of addressing structural issues within the sexuality education curriculum to better serve all students to increase the quality of their sexual health. Integrating critical pedagogy and anti-oppressive education can increase students’ sexual health along physical, social, emotional, intellectual, and spiritual dimensions. Originality/value – This paper provides historical analysis along with the identification of structural difficulties in the sexuality education curriculum and proposes both critical pedagogy and anti-oppressive education as ways of addressing sex and relationships education.
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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (May 1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.
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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of these students, optimize their achievement, and ensure effective educational outcomes. To ignore the abilities and potentially rich contributions of students with learning disabilities will create imbalance and inequity within the educational system, restrict the quality of life for individuals, and diminish the nation's competitive status within a global economy.
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Anderson, Eric J., Matthew E. Brock, and Kara N. Shawbitz. "Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities." Education Sciences 12, no. 7 (July 12, 2022): 478. http://dx.doi.org/10.3390/educsci12070478.
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Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.
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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.
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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed students to effectively interact with peers and led to student engagement. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships.
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Grigal, Meg, Debra Hart, and Cate Weir. "A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States." Journal of Policy and Practice in Intellectual Disabilities 9, no. 4 (December 2012): 223–33. http://dx.doi.org/10.1111/jppi.12012.
Full textDissertations / Theses on the topic "Students with social disabilities – Education – United States"
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Anderson, Virginia Homeier. "The Overage Student: Candidate for School Failure." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1270.
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This study, conducted in a suburban school district, examined academic achievement and demographic considerations for a group of students overage for their respective grades. Records of 127 subjects were examined and data collected with respect to student performance on academic indicators of at risk behavior. Indicators were scores on criterion referenced tests in reading and mathematics as well as school absence figures for all subjects. These data were subjected to ANOVA and Chi Square Tests of significance to ascertain if there were differences between the students who were overage due to in-grade retention and those overage for other reasons. Research hypotheses were formulated as null statements which averred there would be no differences within or between groups and further, that there would be no differences between the groups with regard to gender, ethnicity, participation in Federal meal plans and identification as handicapped under the provisions of PL 94-142. Significance was demonstrated only in regard to reading scores of all subjects in the primary research hypothesis. This apparent significance may be due to other factors. The secondary research hypothesis was supported. The demographic hypothesis was supported in regard to gender and minority group membership. CONCLUSIONS AND RECOMMENDATIONS 1. This study supports other research evidence that overage students are at greater risk for failure to complete academically appropriate programs than are their age-appropriate cohort. 2. Indicators of school failure can be seen during the elementary school years in the population of students who are overage for their grades whether or not they were retained in grade. 3. There appears to be no distinction in terms of academic indicators of at-risk performance, absence and demographic considerations between subjects who were retained in-grade and those who were older for other reasons e. g ., starting school a year after the legally permitted age. 4. Disadvantaged, male, minority, and handicapped students were overrepresented in both groups. 5. This study adds validation to the literature which overwhelmingly fails to support retention or other interventions which leave students overage for grade. 6. Schools need to devise and install interventions other than in-grade retention and other practices rendering the student older than the age-grade cohort. 7. Educators should examine district policies regarding overage students and in-grade retention for congruence with research findings as opposed to the tacit belief systems of many educators, parents, community members and legislators.
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Laguardia, Armando Reinaldo. "A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1309.
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This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about their: (a) structural characteristics, (b) funding, (c) success in achieving their goals and objectives, and (d) collection of data to measure success. Three key informants from each partnership were surveyed. Forty of 48 surveys were returned, for a return rate of 82%. Responses were tabulated to ascertain the degree to which these partnerships had been successful in achieving their goals and identify the areas in which they experienced success. Two of the most successful partnerships were selected for case studies and visited to collect information about the factors that affected their success and to interview five key participants who represented schools and postsecondary institutions in each of the partnerships. An interview protocol was used to probe the degree to which the characteristics of partnerships success identified in the literature (Van de Water, 1989) were present and effected the case study partnerships. Analysis of the surveys, partnership materials, and the interviews provided a comprehensive portrait of each of the study partnerships. Results of the surveys indicate that a majority of these partnerships; consider themselves at least somewhat successful in achieving their goals, and have improved high school preparation and college enrollments. They are, however, less informed about their success in increasing college retention and graduation. The case studies and interviews revealed that the partnerships valued the success characteristics identified in the literature. The most salient characteristics required for success were the existence of leadership capable of negotiating change within several institutions with different organizational cultures, and the need to recognize that partnerships are unique organizations with some of the same peculiarities, structures and needs as other organizations.
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Vance, Jeffrey Michael. "Self-definition and College Adaptation in Students From the Ronald E. McNair Postbaccalaureate Achievement Program." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822821/.
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While a great deal of psychological research is conducted on college students, less has been done on their adaptation to college. These young adults, as they develop ego identity and differentiate themselves from parents and families, must adjust to the social and academic environment of college. Psychosocial adjustment predicts college retention better than academic predictors do. First generation college students face greater than typical challenges adapting to college. The Ronald E. McNair Post-Baccalaureate Achievement Program exists to aid first generation, lower income undergraduate student who wish to pursue a doctoral degree. Self-definition scored from thematic apperceptive technique stories reflects an individual’s relative freedom from social role constraint. This study examined the role of self-definition and familial understanding and acceptance in this population as predictors of successful adaptation to college. While neither was found to be a significant predictor, family understanding and acceptance was found to be a more defining characteristic of this sample than was self-definition. This suggests that when social support is sufficient, individuals do not need to rely on self-definition.
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Brown, Peggy Brandt. "Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4897/.
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Using factors of low income, parents' levels of education, and family composition as determinants of educationally at-risk status, study investigated differences between first generation, undergraduate college students from families in lowest quintile of income in the U.S, One group consisted of students from single-parent households and the other of students from two-parent households. Data were from CIRP 2003 College Student Survey (CSS) and its matched data from the Freshman Survey (Student Information Form - SIF). Differences examined included student inputs, involvements, outcomes, and collegiate environments. Included is portrait of low income, first generation college students who successfully navigated U.S. higher education. The number of cases dropped from 15,601 matched SIF/CSS cases to 308 cases of low income, first generation college students (175 from single-parent households and 133 from two-parent households). Most of the 308 attended private, 4-year colleges. Data yielded more similarities than differences between groups. Statistically significant differences (p < .05) existed in 9 of 100 variables including race/ ethnicity, whether or not English was first language, and concern for ability to finance education as freshman. Data were not generalizable to all low income, first generation college students because of lack of public, 4-year and 2-year colleges and universities in dataset. Graduating seniors' average expected debt in June 2003 was $23,824 for students from single-parent households and $19,867 for those from two-parent households. 32% from single-parent households and 22% from two-parent households expected more than $25,000 of debt. Variables used on SIF proved effective tools to develop derived variables to identify low income, first generation college students from single-parent and two-parent households within CIRP database. Methodology to develop derived variables is explained.
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Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (D. Ed.)--University of Oregon, 2006.Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
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Hur, Suhng-june. "Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037504.
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Umpstead, Regina R. "Three essays on education law and policy state court definitions of educational adequacy ; the No Child Left Behind Act unfunded mandate debate ; and conceptions of equal education opportunity for students with disabilities under the Individuals with Disabilities Education Act and the No Child Left Behind Act /." Diss., Connect to online resource - MSU authorized users, 2008.
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Legutki, Gregory Walter. "Factors which enhance the transition from high school to adult life of students with special needs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/821.
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Ballard, Robin Richards. "Writing individualized education plans for students with specific learning disabilities compliance after the No Child Left Behind Act /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06212006-125859.
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Teaff, Teresa L. "Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3025/.
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As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.
Books on the topic "Students with social disabilities – Education – United States"
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1948-, Anthony Patricia, and Jacobson Stephen L, eds. Helping at-risk students: What are the educational and financial costs? Newbury Park, Calif: Corwin Press, 1992.
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Rajagopal, Kadhir. Create success!: Unlocking the potential of urban students. Alexandria, VA: ASCD, 2011.
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Murray-Seegert, Carola. Nasty girls, thugs, and humans like us: Social relations between severely disabled and nondisabled students in high school. Baltimore, Md: Brookes, 1989.
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Council for Children with Behavioral Disorders and Council for Exceptional Children. Division on Career Development and Transition, eds. Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes. 2nd ed. Champaign, Ill: Research Press, 2010.
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Marianne, D'Emidio-Caston, and Benard Bonnie, eds. Resilience education. Thousand Oaks, CA: Corwin Press, 2001.
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Barr, Robert D. Saving our students, saving our schools: 50 proven strategies for helping underachieving students and improving schools. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.
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Sagor, Richard. At-risk students: Reaching and teaching them. Swampscott, Mass: Watersun Pub. Co., 1993.
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Vaughn, Sharon. Teaching students who are exceptional, diverse, and at risk in the general education classroom. 5th ed. Boston: Merrill, 2011.
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Vaughn, Sharon. Teaching students who are exceptional, diverse, and at risk in the general education classroom. 5th ed. Boston: Merrill, 2010.
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Vaughn, Sharon. Teaching students who are exceptional, diverse, and at risk in the general education classroom. 5th ed. Upper Saddle River, N.J: Pearson Education, 2011.
Find full textBook chapters on the topic "Students with social disabilities – Education – United States"
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Shang, Yurui. "The Cultural Adaptation Process of Chinese International Students in the United States." In Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022), 3409–17. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-31-2_400.
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Morgan, Joseph John, Kristopher H. Yeager, Sarah J. Murphy, and Tracy Griffin Spies. "Legal and Ethical Considerations Regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America." In The Palgrave Handbook of Education Law for Schools, 397–411. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_18.
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Gail Augustine, M. "Decoding the Epistemological Framework of Social Work Research: Attrition of Under-represented Minority and Marginalised Students in Higher Education in the United States." In The Palgrave Handbook of Global Social Work Education, 753–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_47.
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Feng, Tianyu. "Racialized Challenges to the Social and Academic Integration of Asian International Students in the United States: The Impact of Identity Confusion and COVID-19." In Advances in Social Science, Education and Humanities Research, 562–72. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-126-5_65.
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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.
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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.
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Murray, Brittany. "Learning Together: Exploring Visual and Textual Narration with Students Affected by Forced Migration." In Migration, Displacement, and Higher Education, 37–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_3.
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AbstractIn the summer of 2019, Vassar hosted its New Americans Summer Program. For two weeks, eighteen high school students came together to take academic classes, engage in artistic projects, and explore life on a liberal arts college campus, where they learned about possible courses of study and prepared for higher education. Participants, who had arrived in the United States within the previous two to three years, brought with them knowledge gleaned from Afghanistan, Guatemala, Guinea, Haiti, Honduras, Rwanda, Turkmenistan, and other nations. Participants completed STEM and humanities coursework, experimented with digital storytelling and filmmaking, painted a mural with the help of a guest artist, learned about the college admissions process, and joined social activities on campus as well as weekend field trips.
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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.
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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account
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Hamilton, Laura S., and Kadriye Ercikan. "COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning." In Primary and Secondary Education During Covid-19, 327–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_13.
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AbstractShortly after the COVID-19 pandemic arrived in the United States, schools across the country had to enact significant, rapid changes to their instructional models, and schools varied widely in their access to the resources needed to support these efforts. Researchers across the U.S. quickly launched surveys, website reviews, and other data-collection methods to document these shifts. In this chapter, we draw on this research to describe the U.S. K-12 educational context, the policies states adopted, the practices and resources schools offered, and the potential effects on students’ academic, social, and emotional learning. In these discussions we draw particular attention to inequities in educational opportunities across schools serving different student populations. We then discuss how different sources of data will be needed to help identify educational needs and mitigate disparities in instruction and learning post-pandemic.
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Chapman, Amy L. "The Margins Don’t Get Erased by Simply Insisting that the Powers That Be Erase Them: Social Media as a Disrupter." In Palgrave Studies in Educational Media, 127–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_9.
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AbstractCivic education in the United States is inequitable across racial and socioeconomic lines. At the same time, social media can maintain or disrupt oppressive power structures. This chapter discusses how, in a study of teachers using Twitter for civic education, most of the teachers wanted to use social media with their students to disrupt unjust systems in their communities. Although the teachers were not yet as successful in changing these unequitable systems as they would have hoped, this chapter presents social media as a potential challenge to those unjust systems. Students who are further marginalized or vulnerable can find community and connection via social media, and social media can serve as a tool for civic participation and activism which promotes individual and community thriving. This chapter also discusses how teachers can support students in using social media for social justice-oriented civic participation.
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Harkins-Brown, Andrea R., and Margaret Flood. "Special Education Policy in the United States and Ireland." In Building Inclusive Education in K-12 Classrooms and Higher Education, 196–225. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7370-2.ch012.
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A global human rights and social justice agenda has influenced governments to recognize their responsibility to achieve a system of inclusive education for students with disabilities. Inclusive education in the United States is defined by the premise that all eligible students be provided with a free appropriate public education, as outlined by the Individuals with Disabilities Education Act. In Ireland, though now in a period of review, the Education of Persons with Special Educational Needs Act is considered a coherent framework for inclusive education for students with special educational needs. Internationally, universal design for learning is recognized as an approach that supports the development of inclusivity in schools. This chapter outlines the national policies governing special education in American and Irish schools. Using a UDL lens, this chapter provides a synthesis of key principles of the IDEA and EPSEN; highlights alignments between these acts and the principles of UDL; and compares the policies to provide a critical analysis within an international context.
Conference papers on the topic "Students with social disabilities – Education – United States"
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Smirnova, L. M., S. G. Urazova, F. A. Mindubayeva, L. V. Kovalenko, and N. M. Kharissova. "The experience of organizing inclusive education of children and persons limited health by means of physical culture." In VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-183-186.
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The experience of the volunteer movement Kostroma State University´ (KSU) students in the rehabilitation center for the disabled of all ages and categories (RCD) and physical education classes in the Karaganda Medical University (MUK) ´ physical health center is presented. It has been established that in order to adapt children and persons with disabilities (limited health) to social life, it is necessary to involve them in the optimal level of physical activity, which entails the restoration of mental and vegetative functions of the body. There is a need to unite healthy persons and persons with disabilities into one group, as a result of which persons with disabilities acquire a sense of confidence, openness and gullibility towards the people around them and the coaching staff.
Key words: healthy lifestyle (HLS), inclusion, adaptive physical education, disabilities, persons with limited health, inclusive competences, quasi-professional activity.
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Jeong, Jane. "Students With Disabilities’ Access to Special Education in Mexico and the United States: International Comparative Analysis (Poster 35)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2105105.
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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Li, Sijun. "A Study on the Influence of Learning Motivation on Learning Engagement of Chinese Immersion Primary School Students in the United States." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.041.
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Azukas, M. Elizabeth, and Maria Francois. "Reimagining Higher Education Post-Pandemic: A Mobile Robotic Telepresence Case Study in the United States." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17167.
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Higher education is facing unprecedented challenges post-pandemic and must provide flexible and accessible learning options to students to remain relevant. This qualitative case study applied social presence theory to explore faculty and student experiences with mobile robotic telepresence (MRT) as tool for offering synchronous hybrid classes. Results indicated co-presence was the strongest element of social presence. Additionally, several key factors were identified for effective MRT implementation.
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Cirulis, Astrida, and Ineta Helmane. "Primary School Mathematics Education Curricula in the United States and Latvia." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.41.
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Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.
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Anglim, Christopher. "Documenting Justice - Archivists and the Fight Against Covert Racism in the Contemporary United States." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.2.
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Pursuing an archival perspective, this study emphasizes documenting the experiences of activists involved in contemporary social justice movements (such as Black Lives Matter) to develop the historical record more fully, especially the need to include the voices of those from underrepresented groups. This study analyzes how archival practices can help develop and preserve a fuller record of the social justice movements and the ideas of those who fought covert racism both within academic settings and the greater society. To answer our research issues, the study used a literature review and a survey of activists and archival institutions. Our findings establish the value of archival research in academic institutions for students and the community in developing a fuller understanding of historically underrepresented and marginalized groups. Therefore, we conclude archives can play a major contribution to the understanding of contemporary social justice movements and to the issues of concern to these movements.
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Buicabelciu, Oana. "BLENDED LEARNING USING MULTITOUCH AND SENSORY RESPONSIVE TECHNOLOGIES IN KINDERGARTEN: THE FUNLAB PROJECT, BUCHAREST, 2014." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-106.
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E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relationships. Referring to persons with disabilities, it is commonly agreed that technology is not just their ally, but often the only chance to compensate their natural induced impairments. People with disabilities use technology to communicate, move, fulfill their basic needs, and self-care, overcoming the 'assisted-person' status and gaining more independence and greater control upon the quality of their lives. Still, questions remain: can or will technology ever help them decisively to overcome social barriers, those last challenges to social progress and the emergence of societies showing an inclusive frame of mind? Those 'walls of discrimination' created between ignorance and tolerance can actually be torn down, at some point, so that disability may be addressed as a sample of human diversity and not as a disadvantage? How can we use technology to get a positive answer to this issue sooner? Using these questions for starters, a project dedicated to the training of inclusive mindsets through play and teamwork from the early age has begun in Bucharest at the Special Kindergarten for the Hard of Hearing no. 65 in March 2014. Fun Lab is a project that combines latest learning technologies through sensory stimulation using cutting-edge equipment with problem-solving strategy based on mutual interaction and support in order to solve amusing tasks, which brings persons with sensory disabilities and regular people of all ages together. We wish to reform the way of looking at disability within the community, to prevent indifference or intolerance, discrimination (even the positive one). We wish to reform the way of thinking of persons with disabilities, both with or without sensory impairments, but having "ignoring or indifference disabilities", in the way of a common effort to real equal opportunities and rights to life and education of all those involved. And because communication between these dramatically different communities is often difficult or impossible, we chose a universal way, so to speak, to communicate, at local, international or even intergalactic level... what else could unite us more tightly and make us interact to each other than technology? We bet on technology, this gigantic destroyer of humanity, as it was often described, to reverse it against its long standing meaning, that is to maim and extinct human relationships and human in generally in the favor of the machine. We plan to reverse the poles and use technological systems to close different communities, to make them interact and know each other, to accept each other and to support each other, completing to one each other in order to achieve a common goal - progress. Project Goal Our goal is a kind of "domino" relationship between the progress of approach and education strategies for rehabilitation of preschoolers with sensory and associated multi-sensory disabilities and the social progress of the community within they will find their place. Non-acceptance and indifference come from ignorance and lack of relationship; by offering a common "toy", we hope to improve not only the life of persons with deficiencies, but the personal progress desire of those from the greater community, referring to attitude toward deficiency in general, toward impairment and limits, even physical ones, toward knowledge or relationship. Activities and results What we plan for ourselves through this project is offering work techniques and abilities for teachers, students and parents, as education partners, by organizing of interactive workshops "Sensory-lab"-like, in which we blend fun, relaxation and out of daily routines with a subtle and positive learning process through play and fun. We use multi-touch technologies and sensory responsive equipments, such as: multi-touch 27" monitor computer charged with hundreds of apps and games from the mains AppStores (sensory training, speech therapy apps, deaf signs apps, sport and motric coordination games, music, team play games, memory and attention games, cognitive and communication development games using virtual realities), 3D archive library and also sound, light and movement responsive equipments. Through participation at "sensory-lab" workshops, the life of the school community will improve and the mutual interactions between the two categories of persons: those who can hear and those who cannot, even if we talk about preschoolers or their parents. As a result of "sensory-lab" activities we expect an increase of the interest in common events and an increased involvement in education and extra-curricular activities of parents and local community.
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David, Alicia. "Distance Education Accessibility and Quality Assurance." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3320.
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This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).
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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.
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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.
Reports on the topic "Students with social disabilities – Education – United States"
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.
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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international evidence of improved academic and social outcomes for students with disability educated in inclusive settings. Developing teachers’ understanding of disabilities and building their capacity to implement evidence-based inclusive teaching practices and effectively use assistive technologies, are key to transitioning to inclusive education of students with disability.
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Merritt Johnson, Alexandra, Sherenna Bates, and Kimberly Smith. Hidden in Plain Sight: The Opportunity to Bridge District Equity Gaps by Fostering Collaborations with BIPOC Solution Providers. Digital Promise, October 2023. http://dx.doi.org/10.51388/20.500.12265/197.
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Despite extensive educational reform efforts, social position and identity continue to affect the academic success of historically and systematically excluded students in the United States. To address this, it is imperative to involve BIPOC communities in the creation and selection of education solutions aimed at reducing this inequity. Although BIPOC solution providers possess the expertise and innovative solutions required to meet HSE students’ needs, they often encounter barriers that limit their access to districts and education markets. To bridge this gap, Digital Promise’s Center for Inclusive Innovation has introduced two innovative approaches: Learning Salons and Solution Showcases. Learning Salons facilitate collaboration and engagement between BIPOC solution providers and district leaders, addressing specific challenges faced by HSE students. Solution Showcases offer an event where district leaders can explore teaching and learning solutions designed by BIPOC providers. This report focuses on the experiences and perspectives of BIPOC solution providers and district leaders navigating the education landscape and highlights their insights from Learning Salons and Solution Showcases. It also highlights factors to consider in overcoming barriers to partnerships between districts and BIPOC solution providers.
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Verdisco, Aimee, Andrés Bernasconi, and Claudio de Moura Castro. Community Colleges: Is There a Lesson in Them for Latin America? Inter-American Development Bank, October 2001. http://dx.doi.org/10.18235/0008788.
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As secondary education in Latin America and the Caribbean expands its reach and more attention is given to the post-secondary level, new demands are placed on educators and ministries. New methods of teaching will have to be found, new markets for graduates will have to be identified, and better targeting mechanisms for matching students with the market's real demand for labor will have to be defined and implemented. In short, the very definition of secondary and post-secondary education will have to be reexamined. It is in this regard that the community college model prevalent in the United States and Canada merits closer examination. Several countries in Latin America and the Caribbean have experience introducing short post-secondary courses and nonuniversity institutions, sometimes as a result of private initiative, sometimes as a matter of public policy. Europe and North American models have inspired these innovations. Yet, this paper contends that more needs to be done in this area, in all countries and it explores in depth the model of the community college as an interesting source of ideas and relevant responses to changes in the social and economic landscape of the region. It also explores the potential the community college model holds for Latin America. The author's hope is that countries and institutions will look at this model not as something that should be necessarily imitated, but for inspiration and as an opportunity to reflect on the relevance and effectiveness of the current supply of post-secondary education and training.