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Diversity, Equity, and Inclusion: Teaching Intersectional Self Determination Skills with a Focus on Disability, Social Identity, and Culture
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Stansberry Brusnahan, L. Lynn; Harkins Monaco, Elizabeth A.; Fuller, Marcus; Dixon, Korto – TEACHING Exceptional Children, 2023
For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student's multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging…
Descriptors: Diversity, Equal Education, Inclusion, Intersectionality
Social Skill and Self-Advocacy Goals: An IEP Study
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Gregory W. Smith; K. Alisa Lowrey; David Walker – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this study was to determine if self-advocacy and social skills were targeted areas of instruction on a collected sample of Individualized Education Programs (IEPs). We also measured student attendance at IEP meetings as a potential step towards self-avocation. Utilizing secondary analysis with data collected from 170 IEPs, we…
Descriptors: Self Advocacy, Interpersonal Competence, Individualized Education Programs, Student Participation
The Importance of Extracurricular STEM Activities for Students with Disabilities
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Fisher, Karin – Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 2017
Students with disabilities are underrepresented in science, technology, engineering and mathematics (STEM) careers (National Science Foundation, 2015). The underrepresentation is a problem because the nation's competitiveness depends on diverse individuals with STEM knowledge, skills, and abilities to drive innovation that will need to new…
Descriptors: Extracurricular Activities, Informal Education, After School Programs, Clubs
Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction
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Holzberg, Debra G.; Rusher, Dana E. – Career Development and Transition for Exceptional Individuals, 2017
Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including…
Descriptors: Annotated Bibliographies, Disabilities, Educational Strategies, Transitional Programs